scholarly journals The Role of School Principals in Implementing the Goals of Learning Disabilities Programs from the Point of View of the Teachers of Learning Disabilities In Riyadh City

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Abrar Abdullah Al- Salman   ,  Maha Hamad Al- Shiha
Keyword(s):  
Learning Disabilities ◽  
School Leaders ◽  
Point Of View ◽  
School Leader ◽  
Work Team ◽  
Students With Learning Disabilities ◽  
Riyadh City ◽  
Descriptive Approach ◽  
Final Agreement

The study aims to identify the role of school leaders in applying the objectives of learning disabilities programs from the perspective of the learning disabilities teachers, and followed the descriptive approach using questionnaire as a tool for collecting information. The sample of the study (127) teachers of learning disabilities. The results of the study showed that there is a moderate agreement between the teachers of learning disabilities in the elementary schools on the role of school leaders in applying the objectives of the learning disabilities programs, where the role of the school leader in providing educational services is ranked first, followed by the role of school leaders in activating the work team learning disabilities programs. The third agreement among the sample teachers is the role of school leaders in the discovery of students with learning disabilities. The final agreement is the role of school leaders in awareness of learning disabilities programs as the least role played by the school leader to implement the objectives of learning disabilities programs. The study also showed that there were no statistically significant differences between the average responses of the study members on the total score of the role of the school leaders in applying the objectives of the learning disabilities programs and its subdivisions according to the education office and the number of years of experience. Also, there were statistically significant differences on the overall result of the role of school leaders in the implementation of the objectives of the programs of learning difficulties and its subdivisions according to the variant of the scientific qualification, in favor of the members of the study who have a diploma qualification.

scholarly journals Psychological Adaptation among Students with Learning Disabilities in English from the Perspective of Their Teachers in Light of the Corona Pandemic

2021 ◽  
Vol 2 (4) ◽  
pp. 16-27
Author(s):  
Mohmmad Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Psychological Adaptation ◽  
Point Of View ◽  
Treatment Programs ◽  
Validity And Reliability ◽  
Students With Learning Disabilities ◽  
Social Inadequacy ◽  
Descriptive Approach ◽  
Teachers Perspectives ◽  
Academic Year

The study identified the level of psychological adaptation of students with learning disabilities in English from their teachers’ perspectives. The study aims to achieve results to develop treatment programs for children with learning disabilities in English to help them move away from shyness, fear, and symptoms of social inadequacy in general and psychological adaptation in particular. It can also have a preventive value represented in discovering and assisting children who suffer from psychological maladaptation. The descriptive approach was used in this study and a questionnaire was developed as an instrument. Its validity and reliability were ensured and then applied to as ample of 30 teachers from Irbid city, Jordan, for the academic year 2019/2020. The results of the study indicated that there were statistically significant differences in the level of psychological adaptation among those with LDs in English from the point of view of their teachers. There were differences according to the gender variable in favor of females. In light of the results, the study recommends conducting scientific studies on psychological adaptation with variables other than the variables used in the research.

scholarly journals The role of school activities in reducing school dropout phenomenon from the point of view of the principals of public schools in the Deir Ala district in Jordan: دور الأنشطة المدرسية في الحد من ظاهرة التسرب المدرسي من وجهة نظر مديري المدارس الحكومية في لواء دير علا بالأردن

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Raida Hussein Mohammed Sous
Keyword(s):  
Public Schools ◽  
Strong Correlation ◽  
School Dropout ◽  
Point Of View ◽  
Department Heads ◽  
School Dropouts ◽  
School Activities ◽  
Descriptive Approach ◽  
Educational Field

The study aimed at uncovering the role of school activities in reducing school dropout phenomenon from the point of view of the principals of public schools in the Deir Ala district. The researcher used the descriptive approach. In order to achieve the goal of the study, The results showed that the role of school activities in reducing the phenomenon of school dropout with an average of (3.66). The order of the fields ranked in descending order according to the level of fields: Educational field, reached (3.92) (3.40), all of which are rated (high) That the administrative level of creativity of the department heads are high average (3.94), also showed a strong correlation by (0.82). In the light of the results, a number of recommendations and proposals were presented to raise the level of school activities to reduce school dropouts.

School Leader Perceptions: Coaching Tool and Process

2019 ◽  
pp. 194277511986825
Author(s):  
Sharon J. Damore ◽  
Barbara Stacy Rieckhoff
Keyword(s):  
Instructional Leadership ◽  
School Leaders ◽  
School Leader ◽  
Instructional Leaders ◽  
Teacher Growth ◽  
Instructional Coaches ◽  
Interview Process ◽  
Leader Perceptions ◽  
Professional Conversations

This study extends previous work and builds upon the use of a prescribed coaching tool in an effort to build the capacity of school leaders in the role of instructional coaches. By using a reflective interview process and structured protocol, the authors present findings to suggest administrators need more intentional training to strengthen their role as instructional leaders. The results were organized under three themes: (a) instructional leadership growth, (b) teacher growth, and (c) professional conversations. Historically, minimal training that utilizes explicit tools and strategies to strengthen administrator’s roles as instructional leaders has been provided.

Confronting methodological challenges in studying school leader time use through technological advancements

2017 ◽  
Vol 46 (4) ◽  
pp. 659-678 ◽  
Author(s):  
Craig Hochbein ◽  
Bridget V Dever ◽  
George White ◽  
Linda Mayger ◽  
Emily Gallagher
Keyword(s):  
School Leadership ◽  
Time Use ◽  
Overall Response Rate ◽  
School Leaders ◽  
New Technology ◽  
Extended Period ◽  
School Leader ◽  
Sampling Methodology ◽  
The Hours

Among the multitude of studies that have examined an array of variables related to school leadership, only a small percentage have rigorously examined how school leaders spend their time. The complex role of school leaders poses challenges to common methods of collecting data about school leader time use, which subsequently threaten the validity of researchers’ claims. In this study we identified three prevalent challenges to studying school leader time use, and applied technological advancements in an event sampling methodology framework to mitigate the challenges associated with studying school leader time use. We used new technology and event sampling methodology to collect data, between the hours of 8 a.m. and 8 p.m. during 28 consecutive days, on the time use of 11 school leaders. Our system of notification and response achieved an overall response rate of 85% and enabled the collection of school leaders’ perceptions of their time use as they worked in multiple locations over an extended period of time. Finally, we have proposed a research agenda to study rigorously the time use of school leaders.

scholarly journals The Role of Mental Health of Mothers of Children With Learning Disabilities in the Relationship Between Parental Stress, Mother-child Interaction, and Children’s Behavioral Disorders

2021 ◽  
Vol 7 (2) ◽  
pp. 149-158
Author(s):  
Setareh Mohammadipour ◽  
◽  
Zahra Dasht Bozorgi ◽  
Farzaneh Hooman ◽  
◽  
...  
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Parental Stress ◽  
Students With Learning Disabilities ◽  
Mediating Role ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
The Relationship

Background: Behavioral problems are common in childhood, presenting debilitating conditions that cause numerous difficulties for the affected children and their families. The present study aimed to investigate the relationship between parental stress and mother-child interaction, and children’s behavioral disorders with the mediating role of mental health in the mothers of children with learning disabilities. Methods: The research population of this descriptive-correlational study consisted of the mothers of all students with learning disabilities in Adnimeshk City, Iran, in 2020. Applying the convenience sampling method, 210 students were selected as the study sample. The research instruments included the Child Behavior Checklist, the Parental Stress Scale, the Child-Parent Relationship Scale, and the Mental Health Questionnaire. The proposed model was evaluated using path analysis in AMOS v. 24. Results: The obtained results indicated a direct and significant relationship between parental stress and children’s behavioral disorders (β=0.321, P=0.0001), as well as mother-child interaction and mothers’ mental health (β=0.255, P=0.001). There was a negative relationship between mother-child interaction and children’s behavioral disorders (β=-0.148, P=0.019), as well as parental stress and mothers’ mental health (β=-0.581, P=0.0001). Furthermore, the collected results presented a reverse and significant relationship between mothers’ mental health and children’s behavioral disorders (β=-0.360, P=0.0001). The indirect path analysis data revealed that mothers’ mental health played a mediating role in the relationship between parental stress, mother-child interaction, and children’s behavioral disorders (P=0.001). Conclusion: According to the present research results, the model proposed in this study was favorably fitted; thus, it can be considered as an important step in identifying the factors affecting behavioral disorders in students with learning disabilities.

The Role of School Principals in Applying E-Learning from Teachers Point of View of Government School at Ajloun Directorate: دور مديري المدارس في توظيف التعليم الإلكتروني من وجهة نظر معلمي المدارس الحكومية في محافظة عجلون في الأردن

2021 ◽  
Vol 5 (40) ◽  
pp. 17-1
Author(s):  
Abdel-Razaq Sliman Bakheet Al-Sharee Abdel-Razaq Sliman Bakheet Al-Sharee
Keyword(s):  
School Principals ◽  
Training Needs ◽  
Point Of View ◽  
Ministry Of Education ◽  
Government School ◽  
Male And Female ◽  
E Learning ◽  
Training Courses ◽  
Descriptive Approach

This Study aimed to identify The Role of School Principals in Applying E-Learning from Teachers Point of View of Government School at Ajloun Directorate, the researcher used the Descriptive approach, to collect data Questioner used, which consisted (24) paragraph divided to (3) sectors, it was distributed to a stratified cluster random sample (340) Female and male, the result of SPSS analysis shown that the Role of School Principals in Applying E-Learning from Teachers Point of View of Government School at Ajloun Directorate, was moderate with average (3.15) the sector of (training needs of teacher) was moderate with average (3.63), the sector of " infrastructure readiness" was moderate with average (3.43) finally the sector of " disseminating the culture of E-Learning" was low with average (2.39) , The finding also showed there was no statistically significant differences at (α≥0.05) refers to teachers sex (male and female) in addition there were statistically significant differences between the principals years of experience in favor of (9 years and more). The researcher recommended that Ministry of Education have to provide training courses for principals and teachers in the field of E-learning.

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