The reasons for the gap between the results of the test of secondary school students in Taif and the results of the general and achievement test: أسباب الفجوة بين نتائج اختبار طلاب المرحلة الثانوية بالطائف وبين نتائج اختبار القدرات العامة والتحصيلي

The current study aimed at the reasons for the gap between the results of the test of high school students in Taif and the results of the general aptitude and achievement test from the viewpoint of students, teachers, educational supervisors and school leaders To achieve the objectives of the study, the researcher used the descriptive and analytical approach. Two questionnaires were prepared, a questionnaire for students, and the other was distributed to teachers, supervisors and educational leaders. The study sample reached (343) by (193) students and (150) teachers, an educational supervisor and a school leader. The gap regarding students is ranked according to importance as follows: In the first place, fear of the tests leads to failure to perform with an average of (4.1), and in the second place, "students were not trained in the school on tests similar to the aptitude and achievement tests" with an average of (3.97). With regard to teachers, educational supervisors and school leaders, arranged in order of importance as follows: In the first place is "deficiency in the inclusion of samples of aptitude tests and achievement tests in the curriculum" with an average of (4.49), and in the second place is a deficiency in conducting periodic experimental tests for students during the year for training on exams Achievement abilities and tests, with an average of (4.43). In light of the results of the study, the researcher presented a set of recommendations and proposals, the most important of which are: Exercise in awe, attract trainers of the offered mental skills specialists in measurement and evaluation, design tight training bags that specialize in testing general abilities.

The Effectiveness of Using Critical Concepts and Outcomes in Distance Learning via Darsak Platform during Corona Pandemic in Compensating Students' Educational Loss in AL-Mazar Ash-Shamali Directorate of Education: Teachers' Perspectives

RESEARCH ARTICLE The Effectiveness of Using Critical Concepts and Outcomes in Distance Learning via Darsak Platform during Corona Pandemic in Compensating Students' Educational Loss in AL-Mazar Ash-Shamali Directorate of Education: Teachers' Perspectives Dr: Faisal Saleh Al-Jarrah Part-time lecturer, Irbid National University, Jordan Part-time lecturer, Mu’tah University, Jordan Educational supervisor and expert at Al-Mazar Ash-Shamali Directorate of Education, Jordan Abstract The present study aimed at investigating the effectiveness of using critical concepts and outcomes in distance learning via Darsak platform during “covid-19” pandemic in compensating students' educational loss from the perspectives of the teachers in AL-Mazar Ash-Shamali Directorate of Education. To achieve the objectives of the study, the researcher prepared an electronic questionnaire that consisted of (20) items. The questionnaire was distributed electronically to the sample of the study which consisted of (220) male and female teachers who were randomly chosen from the population of the study. The validity and reliability of the study questionnaire were ensured, and the descriptive analytical approach was used to analyze the data collected. The findings of the study stressed the importance of critical concepts and outcomes used in the distance learning program in compensating the students' educational loss. The findings also revealed that there were no statistically significant differences at (α ≤ 05.0) among the participants towards the use of critical concepts and outcomes in the distance learning program through Darsak Platform in compensating educational loss due to the gender variable. Keywords: Critical concepts and outcomes, distance learning program, educational loss, Darsak platform, teachers.

Competencies of Educational Supervisors as a Support System to Improve Student Well-being Based Educational Program

Introduction: The well-being of students has become one of the main concerns in the Indonesian educational system nowadays. In order to apply such kind of concept in an educational program at schools, the role of an educational supervisor is critical as the supervisor performs as a facilitator as well as a controller of the program. Methods: This study investigates the competencies required by educational supervisors, especially concerning the government’s efforts to apply the concept of students’ well-being in an educational program. Since the program focuses on a particular concept, certain competencies may be needed differently from the existing educational policy. FGDs and in-depth interviews were used to analyze the influence of in-group interaction of participants in answering some questions during the discussion. These interviews were conducted with 24 educational supervisors from several cities in West Java. Thematic analysis was used to analyze the data. Results: The study identified advanced thinking, working attitudes, social skills, and managerial abilities as four main competencies, followed by 11 sub-categories that are considered important for educational supervisors to be acquired in order to support the students' well-being program. The results also highlighted that out of these four competencies, social skills are perceived as the most primary competency needed for educational supervisors, as they are agents who have to perform plentiful interactions with many parties for the implementation of the program. Conclusion: The primary competence needed for educational supervisors is social skills.

The role of professional practices of primary school mathematics teachers in developing the skills of creative solution to mathematical problems among their students from the point of view of specialists: دور الممارسات المهنية لمعلمي رياضيات المرحلة الابتدائية في تنمية مهارات الحل الإبداعي للمشكلات الرياضية لدى طلابهم من وجهة نظر المختصين

This study aimed to identify the role played by the professional practices done by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively from a professional point of view. In addition, the study aimed to identify any statistically significant differences in the professional practices according to some variants (job titles, years of experience, and qualifications). To achieve the objectives of the study, the researcher used the descriptive approach in surveys. A questionnaire has been designed as a tool to collect data. The questionnaire has been proved valid, reliable and practical when responded to by a sample included 80 Mathematics teachers and supervisors at Jeddah Directorate of Education (31) educational supervisors and (49) primary teachers. The questionnaire has been analyzed and statistically processed by SPSS. The research has formulated a list of professional practices done by Mathematics teachers at primary schools to develop students’ creativity skills in solving Mathematics problems, which all were of equal high importance and came in a descending order in three axes: understanding the problem, execution planning, and generating ideas. Also, the study found that there are statistically significant differences in the responses in average for the job title (educational supervisor, teacher) variant concerning the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively in all axes and in the questionnaire as whole. In addition, there is a statistically significant difference at ≥α)0.05) between the averages of responses of professionals according to the qualifications and years of experience on the role played by Mathematics teachers at primary schools in the development of students’ skills in solving Mathematics problems creatively for both the understanding problems and generating ideas axes. There are not any statistically significant differences in the execution and planning axis. Hence, the study set a model proposal for the roles to be played and practiced professionally by Mathematics teachers at primary schools to develop students’ skills in solving Mathematics problems creatively. In the light of the study, the researcher introduced a set of recommendations and suggestions.

A comparison between the performance of teachers; who graduated from Al-Quds Open University and the teachers who graduated from regular studies in universities from the viewpoint of the supervisor and the school principal: مقارنة بين أداء المعلمين؛ خريجي جامعة القدس المفتوحة وخريجي الدراسة المنتظمة في الجامعات من وجهة نظر المشرف التربوي ومدير المدرسة وفقا لمعايير هيئة تطوير مهنة التعليم الفلسطينية

The research aims to identify the performance of teachers, graduates of Al-Quds Open University, and the performance of teachers who are graduates of formal education, according to the standards in Palestinian Commission for Developing the Teaching Profession in the fields of "knowledge and understanding", "professional skills" and "professional trends and values." The researcher used the descriptive and analytical method for its suitability for the objectives of the research. A questionnaire was distributed to the sample of (268) distributed among (182) school principals and (86) educational supervisors. The study found that there are statistically significant differences at (α≤0.05) between the point of view of the educational supervisor and the school principal in favor of the school principal in terms of the availability of professional standards for the teacher and for all these skills. The study also found that teachers who graduated from regular universities possess more knowledge, understanding and professional skills than al-Quds Open University graduates do, while the standards related to professional trends and values ​​were difficult to differentiate between them. The study recommended the need on creating a compulsory educational qualification program in regular and open universities for everyone who wants to work in the teaching profession and to coordinate between universities and the Palestinian Commission for Developing the Teaching Profession on the skills that should be trained and focus on them in university courses related to the teaching profession.

The reality of applying electronic supervision in public schools during the Corona pandemic period from the point of view of educational supervisors in the Northern Region of Jordan: واقع تطبيق الإشراف الإلكتروني في المدارس الحكومية خلال فترة جائحة كورونا من وجهة نظر المشرفين التربويين في إقليم الشمال بالأردن

The study aimed to identify the reality of the application of electronic supervision in public schools during the period of the Corona pandemic from the point of view of educational supervisors in the Northern Region in Jordan, depending on the changing gender and years of experience supervisory and specialization. The research adopted the descriptive analytical approach. The researcher took from (the questionnaire) a main tool to take the opinions of the members of the sample of the study consisting of 50 supervisors. The results of the research showed the reality of the application of electronic supervision in public schools during the period of the Corona pandemic from the point of view of educational supervisors in the Northern Region in Jordan at the level of the whole tool obtained a total level (3.98 out of 5) with a rating (high). At the field level: the area (barriers to the use of electronic supervision) received the highest average (4.21) rating (very high). This is followed by the field (the importance of educational supervision) where the average (3.98), the field (the application of electronic supervision in supervisory work) where the level of response was (3.91), and finally the field (the concept of electronic supervision) where the level of response was (3.80) , all are rated (high). It also showed that there were no statistically significant differences at the level of (α≤0.05) the reality of the application of electronic supervision in public schools during the corona pandemic period from the point of view of educational supervisors in the Northern Region in Jordan due to the change of gender and years of experience supervisory and specialization in all dimensions and the overall degree where the level of significance of the values (T) was greater than (0.05). The researcher recommended the adoption of integrated education in Jordanian schools, even after the Corona pandemic, to meet exceptional circumstances. The educational supervisor should develop his supervisory practices to conform to the circumstances of the Corona pandemic and to the requirements of e- learning. Finally, the teacher is supported by educational media that he or she can rely on when designing his e- lessons.

The Role of the Educational Supervisor in Developing Scientific Research Skills and the Challenges Facing Family and Health Education Teachers at the Secondary Stage in Jeddah: دور المشرفة التربوية في تنمية مهارات البحث العلمي والتحديات التي تواجه معلمات التربية الأسرية للمرحلة الثانوية بمدينة جدة من وجهة نظر المعلمات

This study aimed to uncover the role of the educational supervisor in developing scientific research skills and the challenges facing family and health education teachers at the secondary stage in Jeddah, and to know the extent of the presence of statistically significant differences for the variable (educational qualification, specialization, and years of experience). This study followed the descriptive analytical method, and the questionnaire as a tool. The sample of the study consisted of family education teachers for Jeddah secondary school, as the sample size reached (171) female teachers, which showed the following results: The supervisors sometimes contribute to developing their skills in scientific research. There are challenges facing female supervisors in developing scientific research skills. There were no significant differences in the teachers ’opinions on the role of the supervisor, according to their qualifications. Also there was no moral difference between the teachers ’opinions on the educational supervisor’s role in developing scientific research skills according to years of experience. Important recommendations of the study: The necessity of strengthening the relations between supervisors and teachers because of its impact on the acceptance of the teacher’s attendance of training courses and thus their development on the personal and professional level, it's importance to provide teachers with teaching methods that contribute to forming positive directions that raise the spirit of belonging to the educational institution on teachers and motivate them to working and increasing their efficiency, the need to increase awareness of female teachers of the relationship between procedural research and growth.

The role of the administrative leadership in raising the motivation to work among the employees and its impact on the distinction of institutional performance in the General Administration of Education in Al-Jawf region: دور القيادة الإدارية في إثارة الدافعية للعمل لدى الموظفين وأثر ذلك على تميز الأداء المؤسسي في الإدارة العامة للتعليم بمنطقة الجوف

The aim of the research is to identify the role of administrative leadership in raising motivation to work among employees and its impact on the excellence of institutional performance in teaching Al-Jouf, and the descriptive analytical approach and the questionnaire were used as a research tool, and the questionnaire consisted of (65) paragraphs distributed on two axes, and was applied to (210) Singles, which varied between (leader, teacher, educational supervisor, administrative assistant). And after analyzing the data statistically, the results came as follows: The statistical indicators showed that the degree to which leaders practiced their role in raising the motivation to work among the employees from the employees' point of view was a degree of agreement, and the average responses ranged between (3.40- 4.19). Among the most prominent phrases in the approval rate: The administrative leadership encourages employees to perform work well, the administrative leadership supports the professional growth of its employees. The research reached a set of recommendations, the most prominent of which are: Providing professional development opportunities for leaderships by providing quality internal and external training programs aimed at enhancing leadership skills to suit contemporary changes and challenges. Improving the preparation of second-grade leaderships programs and developing their leadership and creativity skills. Utilizing the proposed procedural methodology prepared by the researcher based on the (Claire) model to design motivation to work.

Benefits and barriers to mentoring in psychiatry: a mentee's perspective

SUMMARYMentoring is becoming increasingly recognised as a tool for supporting the junior workforce and for helping trainees to achieve their full potential. In this article we explore the benefits and barriers to mentoring in psychiatry from a trainee's perspective, and highlight differences between the role of a mentor and clinical and educational supervisor.

Using of Peer Assisted Learning to Conduct Pre-Training Situational Analysis for Nurse Intern

<strong>Background:</strong> Clinical placement is the main site for interns’ training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students’ perception towards peer-assisted learning. <strong>Methods:</strong> A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns’ perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. <strong>Results:</strong> Overall students’ perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. <strong>Conclusion:</strong> Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all units’ orientation.