scholarly journals Evaluation of The National Council for Accreditation of Teacher Education (NCATE) Al-Taif University and The Middle East as Model

2018 ◽  
Vol 8 (4) ◽  
pp. 108
Author(s):  
Amajid Daradkah ◽  
Khaled Al Osimi ◽  
Khaled M Hamadin
Keyword(s):  
Teacher Education ◽  
Middle East ◽  
Field Education ◽  
Faculty Members ◽  
Academic Rank ◽  
National Council ◽  
Colleges Of Education ◽  
Study Results ◽  
Faculties Of Education ◽  
The University

the faculties of education at the Universities of Taif and the Middle East in light of the standards National Council for the Accreditation of Teacher Education (NCATE) for the adoption of teacher preparation institutions from the viewpoint of faculty members. The samples were taken randomly, and the data source was from 93 (50%) of faculty members of the institution. The study results showed moderate application of the quality of the performance of the faculties of education at the Universities of Taif and the Middle East in light of the NCATE standards with a mean (2.91) and ranged averages between 2.69 to 3.13. This is done based on the qualities of performance such as professional development of faculty members; the diversity of learners and the sources of their learning; evaluation and correction; field education; and programs provided, respectively.  There are statistically significant differences (≤ 0.05 ) between the average responses of the sample members of the two colleges of education at Taif and Middle East universities due to the variables (the university, and academic rank, years of experienced). Also, there were no significant differences related to gender differences. The study concluded that several recommendations, including: revision of the current teacher training in the faculties of education at the Universities of Taif and the Middle East commensurate with the standards. National Council for the Accreditation of Teacher Education (NCATE) works on selecting outstanding school field training program.

scholarly journals Social Responsibility in the Institutions of Higher Education from the Perspective of the Faculty Members at the Hashemite University: المسؤولية الاجتماعية في مؤسسات التعليم العالي من وجهة نظر أعضاء هيئة التدريس في الجامعة الهاشمية

2020 ◽  
Vol 4 (31) ◽  
Author(s):  
Abd Al-Khaleq Muhammad Al-Zyoud
Keyword(s):  
Social Responsibility ◽  
Faculty Members ◽  
Three Dimensions ◽  
Academic Rank ◽  
Moderate Degree ◽  
Validity And Reliability ◽  
Academic Leaders ◽  
Study Results ◽  
The University ◽  
Hashemite University

This study aimed to examine the reality of social responsibility practice among the academic leaders at the Hashemite University in light of some demographic variables (academic major, academic rank, post).To achieve the objective of the study, the researcher used a scale that was verified for its validity and reliability. The scale of social responsibility consisted of (23) items, divided into three dimensions: social responsibility towards the students, social responsibility towards the university, and social responsibility towards the community. The sample of the study consisted of (150) academic leaders at the Hashemite University in Jordan in the first semester of the academic year 2019/2020. The problem of the Study concern in several problems encountered by the faculty members at the Jordanian universities in terms of the practices of social responsibility. Also, this study was conducted in order to explore the level of social responsibility practiced through the academicians and faculty members at the Hashemite University. Methodology: This study is quantitative, in which data were collected through a questionnaire, which was designed and developed for the purposes of the present study. The results of the study showed that academic leaders at the Hashemite University exercise social responsibility of the three dimensions to a moderate degree from their perspective. In light of the study results, the researcher recommends a number of recommendations: conducting additional studies to explore the factors affecting the level of social responsibility, providing legislations and laws which may contribute to the development of the academic environment of the university that enhances the practices of social responsibility, provision of support for the faculty members at the Jordanian universities and solving the relevant problems they encounter.

scholarly journals The Method of Selecting Academic Leaders at Emerging Saudi Universities and its Relationship to Some Variables

2020 ◽  
Vol 9 (4) ◽  
pp. 69
Author(s):  
Share Aiyed Aldosari
Keyword(s):  
Current Method ◽  
Assistant Professor ◽  
Faculty Members ◽  
Academic Rank ◽  
Ministry Of Education ◽  
University Professors ◽  
Academic Leaders ◽  
Institutional Loyalty ◽  
High Level ◽  
The University

The study aimed to identify the current method used for selecting academic leaders at emerging Saudi universities from the viewpoint of faculty members working there, and whether there is a correlation between the method used and the following variables: job satisfaction, organizational justice, organizational commitment, productivity motivation, and institutional loyalty and affiliation. In order to achieve the goals of the study, the researcher designed a questionnaire that included identifying the method used. The questionnaire consisted of (31) items divided according to the variables mentioned, and it was distributed to the study sample (300 faculty members), randomly chosen from the study community (2382 members). The results showed that there is a correlation between the method used and the variables mentioned which were at an intermediate level, with the exception of the productivity motivation that was at a high level for university professors, despite the fact that the foregoing variables were lower than expected. This made the researcher recommend that the university and the Ministry of Education would review that mechanism and hold conferences and workshops in order to address it before these positive professors suffer from disappointment and job burnout. The study also revealed that there were statistically significant differences at the level of (α = 0.05) in experience in favor of (10) years or more, in the academic rank in favor of (Assistant Professor), and in officiality and contracting in favor of the contracting parties.

scholarly journals The Modern Trends and Applications in the Development of Academic Staff in the University of Maryland & George Mason University

2017 ◽  
Vol 10 (10) ◽  
pp. 102
Author(s):  
Alaa A. Asowayan ◽  
Sammar Y. Ashreef ◽  
Haya S. Aljasser
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Faculty Members ◽  
Teaching Staff ◽  
University Of Maryland ◽  
Information And Communication ◽  
The University

Several changes have occurred over the past century in the education system of Saudi Arabia. The changes have largely been associated with the fact that in the 21st century, information and communication technology is highly applied in the learning process, thereby leading to a major transformation of the process. The application of information and communication technology has also transformed interactions and rapidly changed the learning process, giving a new meaning to social interactions. Enterprises that operate in the information age enjoy information interchange, collaboration, and adoption and application of innovative tendencies and shared decision-making. Students’ demands have changed in that they no longer hope for middle-class success or application of routine skills, but they measure success in terms of ability to share, communicate and apply information to arrive at solutions to complex problems. The changing learning environment requires that the teaching staff learns new tendencies and skills that they can apply to cope with the ever-changing learner and general society expectations. Teachers’ competence at work is measured in terms of their ability to improve the power of technology in enhancing creation of new knowledge. Therefore, leaders of teacher education programs are responsible for developing sustainable programs that allow for teacher education. Training has become part of the ethics of the teaching profession, and members of the teaching staff must be ready for training throughout their profession. This paper will shed light on the training program of faculty members in two well-known universities in the United States: the University of Maryland & George Mason University, as an attempt to compare the above educational establishments with the conditions of training of faculty members of King Saud University in Saudi Arabia to suggest a training plan to develop training programs in KSU. It is time when leaders in educator preparation should critically reexamine their roles in the 21st century knowledge and skills whose landscape has largely changed.

Regional origins of student teachers at the University and College in Bath

1980 ◽  
Vol 23 (1) ◽  
pp. 1-5
Author(s):  
K. Austwick ◽  
K. A. Carter
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Colleges Of Education ◽  
General Study ◽  
The Future ◽  
One Year ◽  
The University

Entry into teaching in the future is likely to be via three main routes-the B.Ed. degree, offered in many of the former Colleges of Education; a degree followed by a one-year postgraduate certificate in education; and a concurrent course. All three routes are available in Bath, in either the University or the College of Higher Education, and all are validated by the University. This paper seeks to trace the regional origins of the students who are recruited to these courses and to make some comparison with a more general study of the University's undergraduate intake in 1968 carried out by G. H. Hones (1973). Some similarities exist between the College intake of today and the University intake of 1968, but there are some interesting differences in recruitment to teacher education between the three routes.

Leadership and Teacher Education in Oman

2020 ◽  
Author(s):  
Sulaiman M. Al-Balushi ◽  
Mahmoud M. Emam ◽  
Khalaf M. Al'Abri
Keyword(s):  
Teacher Education ◽  
Transformational Leadership ◽  
Distributed Leadership ◽  
Action Plan ◽  
Faculty Members ◽  
National Council ◽  
College Leadership ◽  
Sultan Qaboos University ◽  
Research Activities ◽  
College Leaders

Leadership is conceptualized in various ways. In general, however, leadership is defined as a transaction between leaders and followers. In 2016, the College of Education at Sultan Qaboos University successfully obtained the international accreditation by the U.S. National Council for Accreditation of Teacher Education, which is now known as the Council for the Accreditation of Educator Preparation. Such achievement was recognized nationally by policymakers and was commended internationally by expert educators. In fact, the journey toward international accreditation was so challenging that without the contribution of sustained leadership it could not have been completed. The college leadership contributed considerably and played an inspirational role to achieve that goal. In the early stages of the process, the college leadership conducted a thorough needs assessment in which opportunities, assets, and risks were identified before a decision regarding seeking international accreditation was made. When national accreditation was first established in Oman, the college leaders focused on communicating the vision and mission clearly to the college faculty and administrative staff as well as students. This was followed by leading change within the institution through a careful inspection of the resources that could be deployed and the incentives that could successfully promote the new accreditation culture and build positive attitudes. Through forming teams of leaders within the institution as part of the distributed leadership, the college was able to set up an action plan in which various gaps could be covered. The college leadership adopted different approaches to lead the college, its faculty, staff, and students toward the attainment of international accreditation. A combination of distributed, transactional, and transformational leadership approaches was used by the college leadership in order pursue and accomplish accreditation. The college relied on the AASC as a form of distributed leadership. The AASC included faculty members with experience in academic accreditation and assessment and represented focal points for other faculty members. The college leadership restructured the roles and responsibilities of the Heads of Departments as a form transactional leadership to embed accreditation work within the normal flow of operations. The college provided constant feedback on performance, adhered to equity and equality principles, considered personal differences among staff and students, and responded to their diverse needs. As a form of transformational leadership, the college worked on creating the culture for accreditation, stimulating innovation and creativity, encouraging scholarship and research activities, and sharing potential risks. The college sought to build a community of practice by creating a positive collegial atmosphere for teamwork and capacity building. The adoption of a combination of successful leadership styles helped the college to overcome the potential ambiguity and conflict between academic duties of faculty and the demanding tasks of accreditation. Additionally, it helped faculty members, staff, and students to change from being passive observers to positive players. In short, the achievement of international accreditation, though a tough journey, was possible only because the college leaders thought it could come true and worked for it.

Managing and Planning Technology Usage and Integration in Teacher Education Programs in an Emergent Nation

2015 ◽  
pp. 744-757 ◽  
Author(s):  
Nwachukwu Prince Ololube
Keyword(s):  
Teacher Education ◽  
Informal Education ◽  
Information Technologies ◽  
Developing Economies ◽  
Teacher Education Programs ◽  
Colleges Of Education ◽  
Policy Makers ◽  
Faculties Of Education ◽  
The Impact ◽  
Effective Integration

This chapter explores the impact of the changing context of Information Technologies (ITs) and Information Systems (ISs) on Teacher Education (TE). ITs and ISs have influenced educational philosophy and classroom practices all over the world. Significant technological innovations over the last three decades have altered the environment in which educators operate and profoundly changed the experience of both formal and informal education. The impact and pervasiveness of ITs and ISs have forced traditional Colleges of Education and University Faculties of Education into a period of transition and transformation. Colleges and Faculties of Education have, for example, become sites of branding and rebranding. The policy makers associated with these programs reflexively look to market-based solutions without first giving serious thought to the challenges preventing the effective integration and use of ITs and ISs in TE, particularly in developing economies. Using a theory-based method of analysis, this chapter gathers and analyzes contemporary views and ideas on education and technology. This chapter finds that the impact of ITs and ISs on TE programs in Nigeria has shortchanged these programs. As a result, education consumers and stakeholders are dissatisfied with the slow integration and use of ITs and ISs in government-owned institutions of higher education in general and in TE programs in particular.

دور الجامعات في اكتساب طلبة كليات التربية لمبادئ التربية الزواجية في محافظات غزة في ضوء الكتاب والسنة

2019 ◽  
Vol 6 (1) ◽  
pp. 103-132
Keyword(s):  
Gaza Strip ◽  
Study Approach ◽  
Study Results ◽  
Happy Marriage ◽  
The Gaza Strip ◽  
Marital Education ◽  
High Level ◽  
Faculties Of Education ◽  
The University

ملخص: هدفت الدراسة إلى الكشف عن دور الجامعات في اكتساب طلبة كليات التربية لمبادئ التربية الزواجية في محافظات غزة في ضوء الكتاب والسنة, ولتحقيق هذا الهدف استخدم الباحثان منهج الدراسة الذي يمكنهما من تفسير الأحداث، وتحليل مضمونها؛ ولذلك اعتمدا على تحليل المضمون من المنهج الوصفي التحليلي، واستخدما أداة البحث وهي عبارة عن استبانة مكونة من (35) بنداً، وأبرز النتائج أشارت إلى أن نسبة دور الجامعات في اكتساب طلبة كليات التربية لمبادئ التربية الزواجية في محافظات غزة في ضوء الكتاب والسنة بلغت (79,29%) وهو مستوى عال. ولا توجد فروق ذات دلالة إحصائية لدور الجامعات في اكتساب طلبة كليات التربية لمبادئ التربية الزواجية في محافظات غزة في ضوء الكتاب والسنة تبعاً لمتغير الجنس, وتبعاً لمتغير المستوى الدراسي وتبعاً لمتغير مكان السكن. بينما يوجد فروق فردية تبعا لمتغير الجامعة لصالح الجامعة الإسلامية. وفي ضوء نتائج الدراسة، يوصي الباحثان بتفعيل دور الجامعات في ترسيخ مفاهيم الحياة الزواجية السعيدة. الكلمات المفتاحية: دور الجامعات – اكتساب الطلبة- التربية الزواجية. Abstract The role of universities in acquiring students of faculties of education for the principles of marital education in the governorates of Gaza in light of the Quran and Sunnah This study aimed to reveal The role of universities in acquiring students of faculties of education for the principles of marital education in the governorates of Gaza in light of the Quran and Sunnah. To achieve this goal, the researchers used a study approach that enables them to interpret the events and analyze their content. Therefore, they relied on the analytical descriptive approach and used a questionnaire as a researching tool consisting of 35 items. The most prominent results indicated that the percentage of the extent to which the students of the education faculties in the universities of the Gaza Strip governorates acquire the principles of marital education as stated in Quran and Sunnah reached 79,29%, which is a high level. There are no statistically significant differences in the extent to which the students of the education faculties in the universities of the Gaza Strip governorates acquire the principles of marital education as stated in Quran and Sunnah according to the gender variable, level variable and place of residence. There are statistically significant differences the according to the university variable in favor of Islamic University. In light of the study results, the researchers recommend activating the family role in establishing the concepts of happy marriage life. They propose making a study on marital education from an Islamic perspective. Keywords: Role of universities – Acquiring students – Marital Education

Research Productivity of Business Administration and Accountancy Faculty, University of Northern Philippines, Vigan City

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
JEAN S. DUMBRIQUE ◽  
TERESITA D. ALON
Keyword(s):  
Research Productivity ◽  
Scientific Research ◽  
Business Administration ◽  
Faculty Members ◽  
Academic Rank ◽  
Research Activity ◽  
Research Organizations ◽  
The University ◽  
Published Research ◽  
Descriptive Method

Faculty members of State Universities and Colleges (SUCs) perform research function in addition to instruction, extension and production. This study was conducted to look into the profile of the published research from year of entry up to year 2008 of the regular faculty members of the First Semester of SY 2008-2009 at the College of Business Administration and Accountancy (CBAA) of the University of Northern Philippines (UNP) as affected by some personal and professional factors. It utilized the correlational design of descriptive method of research. Findings showed that the CBAA faculty is characterized by dominance of members of the female sex, of married status, of middle to senior age, with master’s degree, with academic rank of associate professor, and with official designations. Almost half of them have received monthly salary ranging from P10, 001 – P20, 000. Very few are members of scientific/research organizations. The CBAA faculty have published research since 2000. From 2000 to 2008, a total of 43 researches have been published. These were done by nearly half (19) of the 39 regular CBAA faculty members. More researches were done with co-authors than researches by single authors. Most of these researches are of college and curricular program levels, and over four-fifths were financed personally by the faculty researchers. All the researches were published in research journals and some of them were also disseminated in lecture fora and research dissemination and utilization seminars. One research was disseminated through poster exhibit. Majority of the regular CBAA faculty members have never participated in any research activity since their year of entry to the University up to year 2008. Educational attainment and membership in scientific/research organizations came out as good indicators of faculty research productivity.Keywords: Research, higher education, research productivity, correlational descriptive method,Philippines

scholarly journals Obstacles To Scientific Research In Light Of A Number Of Variables

2014 ◽  
Vol 10 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Nourah A. Algadheeb ◽  
Monira A. Almeqren
Keyword(s):  
Scientific Research ◽  
College Of Education ◽  
Faculty Members ◽  
Academic Rank ◽  
Validity And Reliability ◽  
Final Sample ◽  
Scientific Specialty ◽  
High Internal Consistency ◽  
The University ◽  
High Degree

The present study aimed to identify the scientific research obstacles facing faculty members in the College of Education at Princess Nora bint Abdul Rahman University (PNU) and to determine the differences in the obstacles according to age, academic rank, scientific specialty, marital status, number of completed studies, and time since the last academic rank was received. An initial data form and questionnaire were prepared to identify the obstacles to scientific research. The questionnaire assessed personal and family obstacles, social factors, technical skills, organizational and professional obstacles, and societal obstacles. The researcher assessed the validity and reliability of the survey instrument by testing it on a sample of 23 faculty members at the university. The results demonstrated a high degree of validity (i.e., high internal consistency) and reliability (Cronbach's alpha coefficient: .97). The study instrument was administered to a final sample of 69 faculty members (out of 111) at the university. The results demonstrated a decrease in the averages of the obstacles. The arithmetic averages for the obstacles were organizational and professional obstacles (2.76), societal obstacles (2.64), personal and family obstacles (1.87), and skills-related obstacles (1.70). The results demonstrated no significant differences for any obstacles with respect to age, academic rank or scientific specialization. There were significant differences in skills-related obstacles according to the number of completed studies; researchers with no completed projects faced greater obstacles. The results also demonstrated significant differences in societal obstacles associated with the length of time since the last academic rank was received.

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