Defining the training Needs for the Class Teachers of the First Four Classes of the Compulsory Stage in Nablus Educational District
Date
2001
Authors
Fadel A. Abu Al-Roos
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The present study aimed at identifying the training needs of the class teacher in the first four primary classes in the governmental schools of Nablus educational district. The problem of the study was to answer the
following main question:
What are the training needs for the teachers of the first four classes of the primary stage in the governmental at schools in Nablus educational district as teachers and principals see them?
The main question was divided into two sub-questions
l. What were the most training needs for the teachers of the four primary classes in the compulsory cycle as viewed by the teachers and principals in the governmental schools in Nablus district?
2. ls there an effect of sex on teachers and principals responses of the training needs for the four primary classes in the govermental schools in Nablus district?
3. Is there an effect of the position on the teachers and principals responses of training needs for the first primary classes in the govemmental schools in Nablus district?
4. Is there an effect of the academic qualifications on the teachers and principals responses of training needs for the first primary classes in the govermental schools in Nablus district?
5. Is there an effect of the teachers experiences and principals training needs for the iirst four primary classes in the govermental schools in Nablus district?
6. Is there a significant difference at the level ( 0.05) in the field of training needs in the govermental schools in Nablus district ?
The study was conducted on (436) objects on a sample of teachers and principals working in (127) school in Nablus educational district during the second semester of the scholastic year (1999-2000).
For answering the question and testing the hypotheses the researcher prepared a tive-domain questionnaire of (65) items. The questionnaire was given to a group ofjuries referees in order to insure the validity and
the reliability of the questionnaire which was (97%) for teachers and (98%) for principals.
The researcher used a survey method and used the means percentages, frequencies, standard deviations, the "t" independent test for two independent groups, the One way ANOVA, and the (LSD).
After the study was implemented results showed that there were (51) important training needs and the most ten important items were as follows:
• Training on refreshing and improving the teachers knowledge.
• Training on the demand of the surrounding environment and its usage in the teaching process.
• Training on the suitable ways of treating slow, learners.
• Training on planning scientific activities related to the subjects of the text books.
• Training on a suitable scientific methods for teaching math.
• Training on making and developing classroom and non-classroom activities.
• Training on suitable ways of treating good learners.
• Training on self-evaluation for knowing the effectiveness of the teaching methods used.
• Training on different kinds of types of writing for the purpose of teaching students.
• Training on correlating the national heritage with the different subjects.
The major results of the study were as follows:
l- There was no significant difference at the level of (0.5) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district, due to the gender variable.
2 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district on three domains (training on planning process, training on conducting and training on different evaluation procedures) , due to the occupational level variable.
2 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes the govermental schools in Nablus educational district in the following domains (training on developing of teachers knowledge and skills, training on class control and discipline) due to the organizational level variable).
3 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district in the first, the second and the fifth domains (training on planning process, training on conducting, and training on different evaluation procedures) , due to the qualification variable.
3 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes of the govermental schools in Nablus educational district in
the third and the fourth domains (training on developing of teachers knowledge and skills, training on class control and discipline ) in favor of qualification (diploma upwards).
4- There was no significant difference at the level of (0.05) in the teachers
and principals opinions in training needs for the first four classes in the
governmental schools in Nablus educational district, due to years of experience variable.
5- There was significant differences at the level of (0.05) in the training needs concerning teachers and principals due to the differences between domains. The differences were as follows:
• There were significant differences between the training dominion the planning process and the domain of training on knowledge and skills of the teacher, in favor ofthe training domain of knowledge and skills. This means that training needs in the planning process need less in the planning process than any other domain.
• There were significant differences between the conducting process domain and the training on developing teachers knowledge and skills, in favor ofthe second variable.
• There were significant differences between the domain of training on developing knowledge and skills and the domain of training on class control and dicipline, in favor of the first domain.
• There were significant differences between the domain of training on developing teachers knowledge and skills and the domain of training on various evaluation procedures, in favor of the first domain.
In the light of the previous results, the researcher presented some recommendations. Training programs should be derived from teacher’s needs, especially in the domain of developing the teacher’s knowledge and skills so as to achieve high degree of effectiveness.
The researcher then recommended that similar studies should be conducted in this domain on the same area in other educational districts of the country or other areas Bom different specializations in order to enrich the subject matter in this domain.
The present study aimed at identifying the training needs of the class teacher in the first four primary classes in the governmental schools of Nablus educational district. The problem of the study was to answer the following main question: What are the training needs for the teachers of the first four classes of the primary stage in the governmental at schools in Nablus educational district as teachers and principals see them? The main question was divided into two sub-questions l. What were the most training needs for the teachers of the four primary classes in the compulsory cycle as viewed by the teachers and principals in the governmental schools in Nablus district? 2. ls there an effect of sex on teachers and principals responses of the training needs for the four primary classes in the govermental schools in Nablus district? 3. Is there an effect of the position on the teachers and principals responses of training needs for the first primary classes in the govemmental schools in Nablus district? 4. Is there an effect of the academic qualifications on the teachers and principals responses of training needs for the first primary classes in the govermental schools in Nablus district? 5. Is there an effect of the teachers experiences and principals training needs for the iirst four primary classes in the govermental schools in Nablus district? 6. Is there a significant difference at the level ( 0.05) in the field of training needs in the govermental schools in Nablus district ? The study was conducted on (436) objects on a sample of teachers and principals working in (127) school in Nablus educational district during the second semester of the scholastic year (1999-2000). For answering the question and testing the hypotheses the researcher prepared a tive-domain questionnaire of (65) items. The questionnaire was given to a group ofjuries referees in order to insure the validity and the reliability of the questionnaire which was (97%) for teachers and (98%) for principals. The researcher used a survey method and used the means percentages, frequencies, standard deviations, the "t" independent test for two independent groups, the One way ANOVA, and the (LSD). After the study was implemented results showed that there were (51) important training needs and the most ten important items were as follows: • Training on refreshing and improving the teachers knowledge. • Training on the demand of the surrounding environment and its usage in the teaching process. • Training on the suitable ways of treating slow, learners. • Training on planning scientific activities related to the subjects of the text books. • Training on a suitable scientific methods for teaching math. • Training on making and developing classroom and non-classroom activities. • Training on suitable ways of treating good learners. • Training on self-evaluation for knowing the effectiveness of the teaching methods used. • Training on different kinds of types of writing for the purpose of teaching students. • Training on correlating the national heritage with the different subjects. The major results of the study were as follows: l- There was no significant difference at the level of (0.5) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district, due to the gender variable. 2 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district on three domains (training on planning process, training on conducting and training on different evaluation procedures) , due to the occupational level variable. 2 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes the govermental schools in Nablus educational district in the following domains (training on developing of teachers knowledge and skills, training on class control and discipline) due to the organizational level variable). 3 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district in the first, the second and the fifth domains (training on planning process, training on conducting, and training on different evaluation procedures) , due to the qualification variable. 3 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes of the govermental schools in Nablus educational district in the third and the fourth domains (training on developing of teachers knowledge and skills, training on class control and discipline ) in favor of qualification (diploma upwards). 4- There was no significant difference at the level of (0.05) in the teachers and principals opinions in training needs for the first four classes in the governmental schools in Nablus educational district, due to years of experience variable. 5- There was significant differences at the level of (0.05) in the training needs concerning teachers and principals due to the differences between domains. The differences were as follows: • There were significant differences between the training dominion the planning process and the domain of training on knowledge and skills of the teacher, in favor ofthe training domain of knowledge and skills. This means that training needs in the planning process need less in the planning process than any other domain. • There were significant differences between the conducting process domain and the training on developing teachers knowledge and skills, in favor ofthe second variable. • There were significant differences between the domain of training on developing knowledge and skills and the domain of training on class control and dicipline, in favor of the first domain. • There were significant differences between the domain of training on developing teachers knowledge and skills and the domain of training on various evaluation procedures, in favor of the first domain. In the light of the previous results, the researcher presented some recommendations. Training programs should be derived from teacher’s needs, especially in the domain of developing the teacher’s knowledge and skills so as to achieve high degree of effectiveness. The researcher then recommended that similar studies should be conducted in this domain on the same area in other educational districts of the country or other areas Bom different specializations in order to enrich the subject matter in this domain.
The present study aimed at identifying the training needs of the class teacher in the first four primary classes in the governmental schools of Nablus educational district. The problem of the study was to answer the following main question: What are the training needs for the teachers of the first four classes of the primary stage in the governmental at schools in Nablus educational district as teachers and principals see them? The main question was divided into two sub-questions l. What were the most training needs for the teachers of the four primary classes in the compulsory cycle as viewed by the teachers and principals in the governmental schools in Nablus district? 2. ls there an effect of sex on teachers and principals responses of the training needs for the four primary classes in the govermental schools in Nablus district? 3. Is there an effect of the position on the teachers and principals responses of training needs for the first primary classes in the govemmental schools in Nablus district? 4. Is there an effect of the academic qualifications on the teachers and principals responses of training needs for the first primary classes in the govermental schools in Nablus district? 5. Is there an effect of the teachers experiences and principals training needs for the iirst four primary classes in the govermental schools in Nablus district? 6. Is there a significant difference at the level ( 0.05) in the field of training needs in the govermental schools in Nablus district ? The study was conducted on (436) objects on a sample of teachers and principals working in (127) school in Nablus educational district during the second semester of the scholastic year (1999-2000). For answering the question and testing the hypotheses the researcher prepared a tive-domain questionnaire of (65) items. The questionnaire was given to a group ofjuries referees in order to insure the validity and the reliability of the questionnaire which was (97%) for teachers and (98%) for principals. The researcher used a survey method and used the means percentages, frequencies, standard deviations, the "t" independent test for two independent groups, the One way ANOVA, and the (LSD). After the study was implemented results showed that there were (51) important training needs and the most ten important items were as follows: • Training on refreshing and improving the teachers knowledge. • Training on the demand of the surrounding environment and its usage in the teaching process. • Training on the suitable ways of treating slow, learners. • Training on planning scientific activities related to the subjects of the text books. • Training on a suitable scientific methods for teaching math. • Training on making and developing classroom and non-classroom activities. • Training on suitable ways of treating good learners. • Training on self-evaluation for knowing the effectiveness of the teaching methods used. • Training on different kinds of types of writing for the purpose of teaching students. • Training on correlating the national heritage with the different subjects. The major results of the study were as follows: l- There was no significant difference at the level of (0.5) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district, due to the gender variable. 2 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district on three domains (training on planning process, training on conducting and training on different evaluation procedures) , due to the occupational level variable. 2 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes the govermental schools in Nablus educational district in the following domains (training on developing of teachers knowledge and skills, training on class control and discipline) due to the organizational level variable). 3 (a)- There was no significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the first four classes in the govermental schools in Nablus educational district in the first, the second and the fifth domains (training on planning process, training on conducting, and training on different evaluation procedures) , due to the qualification variable. 3 (b)- There was significant difference at the level of (0.05) in the teachers and principals opinions in the training needs for the teachers of the first four classes of the govermental schools in Nablus educational district in the third and the fourth domains (training on developing of teachers knowledge and skills, training on class control and discipline ) in favor of qualification (diploma upwards). 4- There was no significant difference at the level of (0.05) in the teachers and principals opinions in training needs for the first four classes in the governmental schools in Nablus educational district, due to years of experience variable. 5- There was significant differences at the level of (0.05) in the training needs concerning teachers and principals due to the differences between domains. The differences were as follows: • There were significant differences between the training dominion the planning process and the domain of training on knowledge and skills of the teacher, in favor ofthe training domain of knowledge and skills. This means that training needs in the planning process need less in the planning process than any other domain. • There were significant differences between the conducting process domain and the training on developing teachers knowledge and skills, in favor ofthe second variable. • There were significant differences between the domain of training on developing knowledge and skills and the domain of training on class control and dicipline, in favor of the first domain. • There were significant differences between the domain of training on developing teachers knowledge and skills and the domain of training on various evaluation procedures, in favor of the first domain. In the light of the previous results, the researcher presented some recommendations. Training programs should be derived from teacher’s needs, especially in the domain of developing the teacher’s knowledge and skills so as to achieve high degree of effectiveness. The researcher then recommended that similar studies should be conducted in this domain on the same area in other educational districts of the country or other areas Bom different specializations in order to enrich the subject matter in this domain.