This study aimed at investigating the attitudes of teachers and supervisors towards the use of student guidebooks by students, and investigating any significant differences between teachers’ and supervisors’ perceptions with regard to job, specialization, sex, and site of the directorate they work at. The population of the study consisted of teachers of the academic twelfth grade and all supervisors of all subject matters at the West Bank. All supervisors and a (12 %) stratified random sample of teachers were chosen for the study. The researcher designed a two-part tool for the study; part one solicited demographic data, and part two contained (30) items on which the respondents were asked to respond in accordance with a four-point Likert scale. Both validity and reliability were determined; the Cronbach Alpha reliability coefficient was (0.92) and the Spearman Brown reliability coefficient was (0.88). Means, percentages, standard deviations, and One-Way Anova were used to analyze the data. The results of the study showed that the teachers and supervisors had negative attitudes towards the use of student guidebooks, and that there were no significant differences in their attitudes with regard to job, specialization, or site of directorate. Meanwhile, there was a significant difference in their attitudes with regard to sex. The results also showed that teachers and supervisors did not overall agree on using student guidebooks by students since their disadvantageous effects on their achievement were apparent. The study recommended that the existing student guidebooks be revised and evaluated, bylaws and regulations regarding their use be made, students be made aware of their disadvantages, and samples of the general examinations questions and key answers be distributed to students and teachers to make use of.

This study aimed at investigating the attitudes of teachers and supervisors towards the use of student guidebooks by students, and investigating any significant differences between teachers’ and supervisors’ perceptions with regard to job, specialization, sex, and site of the directorate they work at. The population of the study consisted of teachers of the academic twelfth grade and all supervisors of all subject matters at the West Bank. All supervisors and a (12 %) stratified random sample of teachers were chosen for the study. The researcher designed a two-part tool for the study; part one solicited demographic data, and part two contained (30) items on which the respondents were asked to respond in accordance with a four-point Likert scale. Both validity and reliability were determined; the Cronbach Alpha reliability coefficient was (0.92) and the Spearman Brown reliability coefficient was (0.88). Means, percentages, standard deviations, and One-Way Anova were used to analyze the data. The results of the study showed that the teachers and supervisors had negative attitudes towards the use of student guidebooks, and that there were no significant differences in their attitudes with regard to job, specialization, or site of directorate. Meanwhile, there was a significant difference in their attitudes with regard to sex. The results also showed that teachers and supervisors did not overall agree on using student guidebooks by students since their disadvantageous effects on their achievement were apparent. The study recommended that the existing student guidebooks be revised and evaluated, bylaws and regulations regarding their use be made, students be made aware of their disadvantages, and samples of the general examinations questions and key answers be distributed to students and teachers to make use of.