scholarly journals level of achievement motivation among Jerusalem district school teachers, and its relationship to some demographic variables: دافعّية الإنجاز لدى المعلّمين بمنطقة القدس وفق نظرية مكليلاند وعلاقتها ببعض المتغيّرات الدّيمغرافية

2021 ◽  
Vol 5 (33) ◽  
pp. 37-20
Author(s):  
Shaima ”Mohammad Fahmi” Halawani Shaima ”Mohammad Fahmi” Halawani
Keyword(s):  
Achievement Motivation ◽  
Demographic Variables ◽  
Simple Random Sample ◽  
Need To Belong ◽  
Years Of Experience ◽  
Place Of Residence ◽  
School Teachers ◽  
Arithmetic Average ◽  
Academic Qualification ◽  
Sample Method

The study aimed to identify the level of achievement motivation among Jerusalem district school teachers, and its relationship to some demographic variables: (gender, age, educational qualification, years of experience, and place of residence). To achieve the objectives of the study the researcher used the descriptive and analytical method, The study population consisted of all the teachers in the schools of the Jerusalem District, who numbered (1150) teachers, and the study sample consisted of (135) respondents from teachers of the basic stage, selected by the simple random sample method, The results of the study indicated that the total score of the teachers motivation level came with a medium degree with an arithmetic average of (4.15), and the dimension of (need for achievement) came with a high degree and with an arithmetic average of (4.37), The dimension (the need to control) came with a medium degree, with a mean of (4.18). While the (need to belong) dimension came with a medium degree, with an arithmetic mean of (3.90), There are also statistically significant differences in the motivation averages of teachers in Jerusalem due to the gender variable on the total score, and other dimensions, in favor of females. There are no statistically significant differences in the motivation averages of teachers in Jerusalem according to the variable of years of experience, academic qualification, and place of residence.    

scholarly journals Attitude of Teachers on Learning Disabilities in Children

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Ranjeetha Golde Vincent
Keyword(s):  
Learning Disabilities ◽  
Private School ◽  
Demographic Variables ◽  
Moderate Level ◽  
School Experience ◽  
Monthly Income ◽  
Place Of Residence ◽  
School Teachers ◽  
Special Training

The study was intended to compare the attitude of government and private school teachers of grades I-IV on learning disabilities in children. The results revealed that teachers of these schools had only moderate level of attitude towards learning disabilities in children. Further, a significant association was seen between demographic variables like monthly income, place of residence and present school experience and selected features related to learning disabilities. Significant association was observed with teachers’ gender; having special training to handle children with learning disabilities; having children with learning disabilities in the classroom and the attitude level of the teachers towards the same

scholarly journals The Degree of Availability of Critical Thinking Skills among Arabic Language Teachers in Directorates Education in Karak Governorate, Jordan, from their Point of View: درجة توفر مهارات التفكير الناقد لدى معلمي اللغة العربية في مديريات التربية والتعليم في محافظة الكرك بالأردن من وجهة نظرهم

2021 ◽  
Vol 5 (37) ◽  
pp. 38-20
Author(s):  
Sudgeh Awad Falaah Tarawneh Sudgeh Awad Falaah Tarawneh
Keyword(s):  
Critical Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Point Of View ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Years Of Experience ◽  
Validity And Reliability ◽  
Arithmetic Average ◽  
Academic Qualification

The current study aimed at identify the degree of availability of critical thinking skills among Arabic language teachers in the education directorates in Karak Governorate, Jordan, from their point of view, and to reveal the differences in that according to the variables of gender, academic qualification and the number of years of experience. and the researcher prepared a questionnaire consisting of (48) items distributed on (7) skills, namely: (analysis, induction, interpretation, conclusion), Calendar), and the indications for their validity and reliability were verified. Where a stratified random sample of (193) teachers was chosen from among the teachers of the Arabic language in the directorates of education in the governorate of Karak, The study found that the degree of availability of critical thinking skills among Arabic language teachers from their point of view was medium, with an arithmetic mean (3.42) and The skill of "deduction" came first, with an arithmetic average of (3.73), And with a high degree, while the “evaluation” skill came in the last place, with an arithmetic average of (2.93), and a medium degree. It also indicated that there are no statistically significant differences at the level of significance (α≤0.05) in the degree of availability of thinking skills. The critic among Arabic language teachers is attributed to gender, while it was found that there are statistically significant differences attributable to academic qualification and in favor of higher qualification (postgraduate studies), and the existence of statistically significant differences due to years of experience and in favor of those with higher experience.

scholarly journals The level of organizational citizenship behavior for female primary school teachers in Buraydah: مستوى سلوك المواطنة التنظيمية لدى معلمات المرحلة الابتدائية الحكومية  في مدينة بريدة من وجهة نظرهن

2020 ◽  
Vol 4 (38) ◽  
Author(s):  
Luluh Ibrahem Ali Alsamani, Ali Saleh Ali Alshaya
Keyword(s):  
Primary School ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Statistical Significance ◽  
Citizenship Behavior ◽  
Simple Random Sample ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
The City

The study aimed to identify the level of organizational citizenship behavior among primary school teachers in the city of Buraidah from their point of view, and to reveal the existence of statistical significance differences attributable to the two variables (years of experience, specialization), and the study used the survey descriptive approach, and the tool was represented in the scale developed ( niehoff & moorman, 1993) to collect data, and it was applied to a simple random sample of 334 female teachers, and the results reached showed that the level of organizational citizenship behavior for primary school teachers in Buraidah obtained a total average (4.04 out of 5), that is, to a large degree, At the dimensional level; After civility, the highest mean was obtained (4.38), followed by civilized behavior with an average (4.24), both with an estimate (very large), followed by the conscience dimension with an average (4.05), then altruism after an average (4.04) and finally The mathematical dimension is an average of (3.48) and it is all rated (large), while the proposals got an average of (2.64 out of 3), i.e. important (with a great degree). There are also statistically significant differences in the level of organizational citizenship behavior attributable to the different years of experience, while there are no statistically significant differences in the level of organizational citizenship behavior due to the difference in specialization, except for the dimension of the conscience in favor of scientific specializations, and based on the results a set of recommendations and proposals were made to improve the level of organizational citizenship behavior for female primary school teachers in the city of Buraidah and the whole of the Kingdom.

scholarly journals The degree to which educational supervisors possess the ethics of the profession from the teachers' point of view in the Hebron governorate: درجة امتلاك المشرفين التربويين لأخلاقيات المهنة من وجهة نظر المعلمين

2021 ◽  
Vol 5 (50) ◽  
pp. 50-25
Author(s):  
Ashraf Mohammad Abu Khayran, Eman Mousa Alswaiti, Hussam Al- Ashraf Mohammad Abu Khayran, Eman Mousa Alswaiti, Hussam Al-
Keyword(s):  
Professional Ethics ◽  
Point Of View ◽  
Years Of Experience ◽  
Validity And Reliability ◽  
School Teachers ◽  
Supervision Process ◽  
Academic Qualification ◽  
Educational Supervision ◽  
Descriptive Approach ◽  
Academic Year

This study aimed to investigate the degree to which educational supervisors possess professional ethics from the teachers ’point of view in the Hebron Governorate. This study was conducted on all school teachers in the Hebron governorates in the second semester of the academic year 2020/2021 on a sample consisting of (505) teachers. The researcher used the descriptive approach, where by the researcher built the study tool, which relates to the degree of educational supervisors ’ownership of professional ethics from the teachers’ point of view in the Hebron governorate. The researcher made sure of the validity and reliability of the tool. The study found that the degree to which educational supervisors possessed professional ethics from the teachers ’point of view in the Hebron governorate came to a large extent, and there were differences in the degree to which educational supervisors possessed professional ethics from the teachers’ viewpoint in the Hebron governorate depending on the gender variable and in favor of males, and according to the educational qualification variable and in favor of the academic qualification. Master's degree or higher, according to the variable of years of experience and in favor of years of experience (5-10) years, and according to the variable of the teacher’s teaching phase and for the kindergarten phase, and according to the directorate’s variable and in favor of the Yatta district Based on the results of the study, the researcher recommended: Paying attention to the educational supervision process at all levels and fields, giving value to the supervisor's report by granting incentives to teachers, increasing the number of supervisors in all directorates, and increasing the number of supervisors' visits to teachers.

scholarly journals THE AVAILABILITY OF CONSELING SKILLS WITH FEMALE PRE-SCHOOL TEACHERS IN THE SULTANATE OMAN

2021 ◽  
Vol 03 (05) ◽  
pp. 140-145
Author(s):  
Jokha AL-SAWAFI ◽  
Amina BENKOUIDER
Keyword(s):  
Classroom Management ◽  
Educational Environment ◽  
Counseling Skills ◽  
Years Of Experience ◽  
School Teachers ◽  
Female Teachers ◽  
Academic Qualification ◽  
Training Courses ◽  
Descriptive Approach ◽  
Personal Skills

The study aimed to uncover the practice of a pre-school teachers in counseling skills, and to find out the differences in the degree of availability of counseling skills among them according to the following variables (Academic Qualification, Years of Experience, Training Courses). The researchers used a descriptive approach, and the Observation-Card which designed by the researchers themselves, it was divided into three domains (Classroom Management & interaction with children, Organization of the educational environment, and Interpersonal), then was applied to a sample of (120) teachers. The study concluded that the teachers practice skills in Classroom Management & Interaction with children) was on a degree of (medium). While practicing the skills of (Organizing the Educational Environment, and Personal skills) was on a degree of (high). The results also showed that the degree of availability of counseling skills among teachers in all three- domains were differs according to their academic qualification in favor of a kindergarten bachelor’s qualification, and the degree of availability of counseling skills among teachers in all three-domains not differ according to the number of years of experience, and the degree of availability of counseling skills for teachers in two areas (Classroom Management & Interaction with children, and Interpersonal skills) differs according to the number of training courses in favor of female teachers who obtained one course and more, with the exception of the domain of (Organizing the Educational Environment), as it founded that it does not differ according to the number of training courses

scholarly journals CHALLENGES FACING DISTANCE LEARNING IN THE NEGEV REGION

2021 ◽  
Vol 3 (1) ◽  
pp. 378-389
Author(s):  
Mawaheb Shehadeh ALKRRENAWI ◽  
Keyword(s):  
Distance Learning ◽  
Survey Method ◽  
Years Of Experience ◽  
Arithmetic Average ◽  
Academic Qualification ◽  
Preparatory Schools ◽  
Medium Level ◽  
The Difference ◽  
High Level ◽  
Different Levels

The study aimed to identify the level of challenges facing distance learning in preparatory schools within the Negev region from the teachers' point of view, and to reveal the difference in their views towards the challenges facing distance learning in the schools of the Negev region according to different levels of (Gender, Academic qualification, and Years of experience) variables. The study used the sample social survey method, and the questionnaire as a tool for collecting data. The study sample consisted of (302) teachers who were selected from preparatory schools in the Negev region, besides, the questionnaire was applied via websites to the targeted sample. The results showed that the total level of challenges facing distance learning in schools within the Negev region came at a High level, with an arithmetic average (3.818), as the Economic challenges area came first with an arithmetic average (4.208) and a High level, the Technological challenges area came second with an arithmetic average (4.119) and a high level, the Teacher-related challenges area came third with an arithmetic average (3.580) and a Medium level, and in the area Student-related challenges area came fourth with an Arithmetic average (3.365) and a Medium level. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the averages of the study sample responses about the challenges facing distance learning in the schools within the Negev region attributed to the different levels of Gender and Academic qualification variables, while there were statistically significant differences at (α = 0.05) due to the difference in the Years of experience variable in favor of those with long experience.

scholarly journals A proposed vision to achieve the requirements of professional development for biology teachers of the secondary stage in light of the Kingdom's Vision 2030

2021 ◽  
Vol 16 (1) ◽  
pp. 148-166
Author(s):  
Mohamad Al-Shehri
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Key Words ◽  
Years Of Experience ◽  
Biology Teachers ◽  
Academic Qualification ◽  
Secondary Stage ◽  
Vision 2030

This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers ’responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers.    Key words: a proposed Perception- professional development- biology teachers - the secondary stage - the Kingdom’s vision. 2030.

scholarly journals DISTANCE LEARNING IN A PEDAGOGICAL UNIVERSITY: PROBLEMS AND PROSPECTS

2021 ◽  
Vol 1 ◽  
pp. 144-152
Author(s):  
Olga Granichina ◽  
Svetlana Surikova
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Data Processing ◽  
Secondary School Teachers ◽  
Learning Technologies ◽  
Years Of Experience ◽  
Future Teachers ◽  
School Teachers ◽  
Distance Learning Technologies ◽  
Primary And Secondary School

The article discusses the possibilities, problems and prospects of using distance learning in the process of training primary and secondary school teachers. The presented results are based on a survey of students and undergraduates of one of the largest pedagogical universities in Russia. The identified problems that was based on data processing, are presented in an ordered form. The authors suggest possible solutions to problems based on many years of experience in using distance learning technologies in training of future teachers.

scholarly journals The Role of Extracurricular Activities in Psychological Resilience Development Among Primary Class Students from their Teacher’s Point of View in Private Schools in Amman Governorate: دور الأنشطة اللاصفية في تنمية المرونة النفسية لدى طلبة الصفوف الأساسية في المدارس الخاصَّة بمحافظة العاصمة عمّان من وجهة نظر معلميهم

2020 ◽  
Vol 4 (39) ◽  
Author(s):  
Hana’a Khaled Al-Raqqad, Suzan Mohammed Bushnaq
Keyword(s):  
Extracurricular Activities ◽  
Private Schools ◽  
Point Of View ◽  
Capital City ◽  
Psychological Resilience ◽  
Years Of Experience ◽  
Analytical Methodology ◽  
Academic Qualification ◽  
Extra Curricular Activities

The study aimed to identify the role of extracurricular activities in psychological resilience development among students in basic grades in private schools from the point of view of their teachers in the capital city of Amman, as well as to find out of differences between estimations means of primary grades teachers contribution extent of extracurricular activities in psychological resilience development due to (Gender, academic qualification, and years of experience). In order to achieve study objectives, descriptive analytical methodology was used. The research also used psychological resilience scale. The research sample consisted of 273 male and female students. In order to answer the research questions, different statistical techniques were used through the (SPSS), Social Packaging Statistical System. The research concluded that there is a role of extra-curricular activities in psychological resilience level with a mean(2.33 out 3 ). The research results indicated that there are no differences in extra-curricular activities roles in the role of extra-curricular activities in the physical resilience to gender. The results also indicated that there differences in extra-curricular activities role in psychological resilience, due to variables (educational level, gender, years of experience, and age). The study recommended a set of recommendations.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

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