Rating the effectiveness of the history teachers at the northern governorates Directorates of Education from the Point of view of headmaster and teachers
| dc.contributor.advisor | Dr. Ghassan Al Heleu | |
| dc.contributor.advisor | Prof. Ahmad Faheem Jabr | |
| dc.contributor.author | Suleiman Fatayer | |
| dc.date.accessioned | 2017-05-03T09:28:08Z | |
| dc.date.available | 2017-05-03T09:28:08Z | |
| dc.date.issued | 1999 | |
| dc.description.abstract | This Study investigated the effectiveness level of history teachers in the secondary stage at the northern Governorates Directorates of Education from the point of view of headmasters and history teachers. It examined the difference between the headmaster’s Rating of the effectiveness of the teacher of history and the teacher’s Rating of his effectiveness. It also studied the effect of educational qualification, sex and years of experience on the effectiveness of history teacher. The research specifically attempted to give answers to the following questions: 1.What is the effectiveness level of the secondary stage history teachers at the Northern Governorates governmental schools from the point of view of headmasters? 2.What is the effectiveness level of the secondary stage history teachers at the Northern Governorates’ governmental schools from the point of view of the teachers. 3.Are there differences in the effectiveness Rating ofthe secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to work variable, 4.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to the teacher’s educational qualification. 5.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to the teacher’s sex. 6.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates’ governmental schools that are ascribed to the teacher’s years of experience. The sample surveyed in this research covers 142 headmasters and teachers. It was chosen in accordance with regular random classification and consisted of 45% of the whole population of the Northern Governorates (Nablus, Jenin, Salfit, Tulkarm and Qalqilyah). This research was done in the second term of the scholastic year (1997- 1998). The tool for this research was the assessment instrument of the teacher effectiveness which had been initiated and developed by Ahmad Al Qasir of the University of Jordan (1989). To confirm the validity of the above instrument was referred to nine doctorate-holder lecturers at Najah National University / Department of Education to act as referees. Their replies, which were analyzed, unanimously confirmed that the above instrument was valid for assessment in the above study. Alpha Chionbach was calculated for the reliability of the instrument. lt was 0.84. The following results were obtained: 1. Teacher’s effectiveness at the secondary stage as viewed by headmasters was moderate (3.37). 2.Teacher’s effectiveness at the secondary stage as viewed by the teachers themselves was relatively high (3.57). 3.The study demonstrated that there were significant differences at (α= 0.05) between the headmaster’s assessment of the teacher’s effectiveness and the teacher’s assessment of himself. This was in favour of the teacher’s assessment. 4.There was no significant difference (α= 0.05) concerning the 1-Y assessment of the effectiveness of secondary stage history teacher due to teacher’s educational qualification. 5.There was no significant difference at (α= 0.05) concerning the assessment of the effectiveness of the secondary stage history teacher due to sex. 6. There was no significant difference (α= 0.05) concerning the assessment of the effectiveness of the secondary stage history teacher due to teacher’s years of experience. ln the light of the results of this study, the researcher recommends thc following: 1. Improving the teacher’s position morally and financially contributes to his psychological stability and enhances his effectiveness. 2. Holding courses and workshops to educate unqualified teachers during their service to enable them to increase their vocational efficiency. 3. Qualifying headmasters and supervisors with regard to modern methods and standards so that they can assess the teacher. 4. Strengthening the relations between school and local community through visits and participation on various occasions. 5. Starting new studies regarding the assessment of the effectiveness of secondary stage history teachers in other governorates. | en |
| dc.description.abstract | This Study investigated the effectiveness level of history teachers in the secondary stage at the northern Governorates Directorates of Education from the point of view of headmasters and history teachers. It examined the difference between the headmaster’s Rating of the effectiveness of the teacher of history and the teacher’s Rating of his effectiveness. It also studied the effect of educational qualification, sex and years of experience on the effectiveness of history teacher. The research specifically attempted to give answers to the following questions: 1.What is the effectiveness level of the secondary stage history teachers at the Northern Governorates governmental schools from the point of view of headmasters? 2.What is the effectiveness level of the secondary stage history teachers at the Northern Governorates’ governmental schools from the point of view of the teachers. 3.Are there differences in the effectiveness Rating ofthe secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to work variable, 4.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to the teacher’s educational qualification. 5.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates governmental schools that are ascribed to the teacher’s sex. 6.Are there differences in the effectiveness of the secondary stage history teachers at the Northern Governorates’ governmental schools that are ascribed to the teacher’s years of experience. The sample surveyed in this research covers 142 headmasters and teachers. It was chosen in accordance with regular random classification and consisted of 45% of the whole population of the Northern Governorates (Nablus, Jenin, Salfit, Tulkarm and Qalqilyah). This research was done in the second term of the scholastic year (1997- 1998). The tool for this research was the assessment instrument of the teacher effectiveness which had been initiated and developed by Ahmad Al Qasir of the University of Jordan (1989). To confirm the validity of the above instrument was referred to nine doctorate-holder lecturers at Najah National University / Department of Education to act as referees. Their replies, which were analyzed, unanimously confirmed that the above instrument was valid for assessment in the above study. Alpha Chionbach was calculated for the reliability of the instrument. lt was 0.84. The following results were obtained: 1. Teacher’s effectiveness at the secondary stage as viewed by headmasters was moderate (3.37). 2.Teacher’s effectiveness at the secondary stage as viewed by the teachers themselves was relatively high (3.57). 3.The study demonstrated that there were significant differences at (α= 0.05) between the headmaster’s assessment of the teacher’s effectiveness and the teacher’s assessment of himself. This was in favour of the teacher’s assessment. 4.There was no significant difference (α= 0.05) concerning the 1-Y assessment of the effectiveness of secondary stage history teacher due to teacher’s educational qualification. 5.There was no significant difference at (α= 0.05) concerning the assessment of the effectiveness of the secondary stage history teacher due to sex. 6. There was no significant difference (α= 0.05) concerning the assessment of the effectiveness of the secondary stage history teacher due to teacher’s years of experience. ln the light of the results of this study, the researcher recommends thc following: 1. Improving the teacher’s position morally and financially contributes to his psychological stability and enhances his effectiveness. 2. Holding courses and workshops to educate unqualified teachers during their service to enable them to increase their vocational efficiency. 3. Qualifying headmasters and supervisors with regard to modern methods and standards so that they can assess the teacher. 4. Strengthening the relations between school and local community through visits and participation on various occasions. 5. Starting new studies regarding the assessment of the effectiveness of secondary stage history teachers in other governorates. | ar |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/6941 | |
| dc.title | Rating the effectiveness of the history teachers at the northern governorates Directorates of Education from the Point of view of headmaster and teachers | en |
| dc.title | تقدير فاعلية معلم التاريخ في المرحلة الثانوية في محافظات الشمال من وجهة نظر المديرين والمعلمين | ar |
| dc.type | Thesis |
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