Relevant bibliographies by topics / Teachers – Saudi Arabia – Biography

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Academic literature on the topic 'Teachers – Saudi Arabia – Biography'

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Published: 28 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Teachers – Saudi Arabia – Biography"

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Eman-Nafa, Aljaghthami, and Noormala Amir Ishak. "Saudi Arabia Women Teachers’ Psychological Capital towards Work Engagement." Journal of International Business, Economics and Entrepreneurship 1, no. 1 (December 31, 2016): 39. http://dx.doi.org/10.24191/jibe.v1i1.14468.

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Education in Saudi Arabia is ranked at number 84 in the Global Competitiveness Report 2016 -2017. In Saudi Arabia, most female teachers work in segregated public or private schools for female students. Through past research, it was reported that in Saudi Arabia, the overall ratio of engaged employees in Saudi Arabia is lesser than the world’s average rate. The study examined the link between psychological capital and work engagement of these women teachers. 414 questionnaires were obtained from Saudi women teachers from three main cities in Saudi Arabia-Jeddah, Riyadh and Dammam. The findings revealed that psychological capital has an influence on work engagement on Saudi women teachers and the Ministry of Education in Saudi needs to invest in further improving and developing their performance towards achieving its education goals and put the country at par with other countries of the same income level and cultural background.
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Ali Alasmari, Mona. "The Attitudes of Public-School Teachers towards E-learning in Saudi Arabia." Arab World English Journal, no. 2 (January 24, 2022): 245–57. http://dx.doi.org/10.24093/awej/covid2.16.

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The COVID-19 pandemic has impacted education in Saudi Arabia. During this crisis, in 2020-2021, public schools in Saudi Arabia began to fully exploit the possibilities of e-learning for the first time by launching the Madrasati Platform. This study aims to investigate the attitudes of Saudi public-school teachers towards e-learning and their views concerning its advantages and disadvantages. A quantitative method involving the use of a Google Form questionnaire was employed. The study collected responses from 202 public-school English teachers from different regions in Saudi Arabia. The results show that the teachers generally had neutral attitudes towards e-learning, positive views of its advantages, and neutral opinions about its disadvantages. The researcher recommends that more studies explore teachers’ attitudes in different fields and the advantages and disadvantages of e-learning in each region of Saudi Arabia. The results of this research are important for both teachers and educational stakeholders in Saudi Arabia in terms of further developing the e-learning process in the future.
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Shafi, Adil. "The Changing Contours of Saudi Arabia: Mohammed bin Salman and the Paradox of Saudi Reforms." Insight Turkey 23, Summer 2021 (September 20, 2021): 253–61. http://dx.doi.org/10.25253/99.2021233.13.

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This review article aims to provide broader nuances about Saudi Arabia amid the rapid developments taking place in the Middle East in general and Saudi Arabia in particular, following the rise of Crown Prince Mohammed bin Salman (MBS). This article begins with Salman’s Legacy, edited by Madawi al-Rasheed, and subsequently, takes up Madawi al-Rasheed’s The Son King and Ben Hubbard’s biography of MBS. It provides a brief summary of the books under review and analyzes their different themes while critically examining their prevailing shortcomings. The rise of MBS has brought about visible changes, not only in the political body of Saudi Arabia but in the wider Arab world as well. Salman’s Legacy: The Dilemmas of a New Era in Saudi Arabia, edited by Madawi al-Rasheed, seeks to highlight these challenges and provide a broad overview of Saudi Arabia, ranging from domestic affairs to foreign affairs and exploring the factors that drive the Saudi regime.
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Al-Jarf, Reima. "Teachers' Online Discussion Forums In Saudi Arabia." i-manager's Journal of Educational Technology 3, no. 2 (September 15, 2006): 49–54. http://dx.doi.org/10.26634/jet.3.2.732.

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AlSehli, Lujain Jaza. "The Perceptions of Saudi English Teachers about their Contribution to the Development of English Curriculum in Saudi Arabia." Language Teaching 1, no. 1 (May 25, 2021): p42. http://dx.doi.org/10.30560/lt.v1n1p42.

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The current research investigated the perceptions of Saudi English teachers about their contribution to the development of English curriculum with the Ministry of Education (MOE). Also, this research sought to know the role of Saudi English teachers in developing English curriculum in Saudi Arabia. To obtain teachers’ perceptions, an online questionnaire was designed via google forms with open and close-ended questions along with a Likert scale section. It was shared with the Saudi Faculty of English account on Twitter. The major cause of conducting this research was to raise the awareness of including Saudi English teachers in developing English curriculum, and to make this process as a collaborative effort among various stakeholders and English teachers. The findings indicated the absent role of Saudi teachers and the lack of their involvement in developing English curriculum in Saudi Arabia. Moreover, the results showed their willingness to participate and be part of this process.
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Alzahrani, Mohammed Abdullah A. "Teachers’ Knowledge of Diabetes and Attitudes towards Diabetic Students in the Primary Schools in Al Baha City in Saudi Arabia." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 156. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.156.

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The lifestyle in Saudi Arabia has changed significantly during the last few decades since oil was discovered in 1938. This discovery led to an economic revolution in Saudi Arabia. However, this resulted in people changing their eating habits, which included eating fast food due to their new work responsibilities. Therefore, some chronic diseases such as diabetes, which is one of the most widespread chronic diseases in Saudi Arabia, became more common. This study aims to investigate teachers’ attitudes towards diabetic pupils and teachers’ knowledge of diabetes as a chronic disease in governmental primary schools in a city in the Kingdom of Saudi Arabia. It is a survey-based research study of the attitudes and teachers’ knowledge of diabetes and the research used a quantitative methodology to answer the research questions. The sample of the study consisted of 59 teachers in the governmental primary male schools with mixed background variables of, for example, majors, teaching experiences, and levels of education. The study used a questionnaire in order to achieve research questions. It included two scales: the teachers’ knowledge of diabetes and an attitude scale towards diabetic students as well as the items of these two-scale knowledge tests and attitude scale developed by the researcher. The findings demonstrate that there was not a statistical difference between the teachers’ knowledge test and their six different majors. On the other hand, the teaching experience had a positive impact on teachers’ attitude towards diabetic students. Although the negative correlation between teachers’ knowledge of diabetes and their attitude towards diabetic students was small, this value could still suggest a negative correlation. The current study can lead to increased awareness of teachers and educational policy-makers to take into consideration training teachers in some common chronic diseases such as diabetes in the Kingdom of Saudi Arabia.
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Elsayed, Sabah Abdalla, and Khamisah Saad Abdul Aziz Al-Abbad. "Investigation of Creative Teaching for High School Mathematics Teachers in Saudi Arabia." International Education Studies 16, no. 1 (January 8, 2023): 54. http://dx.doi.org/10.5539/ies.v16n1p54.

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This study examined the creative teaching for high school mathematics teachers in Saudi Arabia. The original data set included 200 teachers in high public schools in the province of Dammam, Saudi Arabia. The researcher also prepared a creative teaching questionnaire for mathematics teachers in high schools and a qualitative analysis method was employed to analyze the data. The results showed that the items on the questionnaire on creative practices ranged between (3–4.23) with a general average value (3.16) and a standard deviation (0.192), which indicated a median level of creative practice among the high school mathematics teachers in Saudi Arabia. This study suggested that it should be better to prepare training programs for mathematics teachers to acquire creative teaching skills and make them more aware of the importance of creative teaching in their classes.
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Alsalim, Layla. "Using Patterns-of-Participation Approach to Understand High School Mathematics Teachers’ Classroom Practice in Saudi Arabia." World Journal of Education 9, no. 1 (January 18, 2019): 1. http://dx.doi.org/10.5430/wje.v9n1p1.

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During the past decade, the Saudi Arabian education system has undergone major changes. Government agenciesinvolved in education have introduced new policies, standards, programs, and curricula. The focus of this research is todescribe and understand high school mathematics teachers’ current practices in Saudi Arabia. This research includesthree cases of teachers currently teaching high school mathematics in Saudi Arabia. Using the Patterns of Participationconcept (PoP) as the main framework, I identified some of the significant practices, or figured worlds, from theteachers’ sense of their practices. Some of the figured worlds that emerged are mathematics, the textbook, reform, andresponsibility for students’ achievement. Mathematics, as it has always been, remains an influential figured world formathematics teachers. Reform and the textbook are becoming as influential because of the current changes in theeducation system in Saudi Arabia. While some participant teachers are developing a new understanding of whatmathematics is and what it means to teach it, they also indicated that they are mostly still using traditional teachingstrategies rather than reform teaching strategies
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Alomiear, Maha Ibrahim, and Ahmed Mubarak Alreshidi. "Teachers’ Characteristics and their Effect on Students’ Mathematical Achievement in the 4th grade: A Comparative Study between Saudi Arabia and the United States of America according to (TIMSS 2019)." International Journal of research in Educational Sciences 5, no. 1 (January 1, 2022): 91–128. http://dx.doi.org/10.29009/ijres.5.1.3.

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The study aims to investigate some characteristics of fourth-grade mathematics teachers in Saudi Arabia and the United States of America, which may affect students’ mathematical achievement. Thus, the research utilized fourth-grade students’ data, as the average score of students was (398) compared to (535) in the Unites States. Post fact design was used with a sample of (4174) students and (170) teachers in Saudi Arabia, and (8353) students and (451) teachers in the United States. Result indicated that teacher’s gender, age, educational level, and qualification are significant variables that impact mathematical achievement in Saudi Arabia. Results also showed that teachers’ years of experience, hours of professional development spent by the teacher during the past two years, and teacher gender are significant variable which impact students’ mathematical achievement in America. As for the teachers’ gender, findings showed significant differences were in favor of students taught by female teachers in both countries.
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Syed, Azeem Mohammad, Nadeem Akhtar, and Ghulam Mustafa Mir. "Perceived Stress and Coping Strategies among Expatriate Teachers in Saudi Arabia." Academic Journal of Social Sciences (AJSS ) 4, no. 2 (June 25, 2020): 208–30. http://dx.doi.org/10.54692/ajss.2020.04021043.

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This study investigates the perceived level of stressors and coping strategies among the faculty of higher education institutions in Saudi Arabia. The faculty stress index (FSI) and a coping strategies questionnaire were used for the collection of data from faculty members. The FSI has five subscales. The higher the score on each of the subscales, the greater would be the stress experienced and perceived by the respondents. The coping strategies are subdivided into seven subscales. The data was collected from 100 faculty members from various institutions in Saudi Arabia. The findings reveal that faculty members with different job titles are experiencing varying levels of stress on each subscale. Three groups of faculty, assistant professor, lecturers, and instructors were significantly different on a reward & recognition subscale of FSI and regarding their viewpoints on tenure. Some coping strategies are found related considerably with the FSI subscale score. There are a few similar studies on Saudi Arabia in the health sector only. This study contributes to the literature by providing insight into perceived stress in the Higher education sector of Saudi Arabia.
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Dissertations / Theses on the topic "Teachers – Saudi Arabia – Biography"

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Alabbasi, Dalal. "The experiences of Saudi female teachers using technology in primary schools in Saudi Arabia." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-of-saudi-female-teachers-using-technology-in-primary-schools-in-saudi-arabia(c2077c7e-3875-47d0-af88-720b673f5a79).html.

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This qualitative study explores Saudi female teachers' experience of technology use in their practice and life. The aim is to present the voices of these female teachers living in the context of Saudi Arabia, and to document how personal characteristics, society and technology come to influence one another. The field work was done in Saudi Arabia, with female teachers from three public-sector primary schools. The data generation included individual, semi-structured interviews with four Saudi female teachers - one from each of two schools and two from the third school - and focus groups sessions with five to six teachers - one session in each of the three schools. The focus group methodology used Ketso, which is a collaborative mind-mapping tool developed at the University of Manchester. The interview and focus group sessions were audio-recorded, transcribed and then analysed using broad principles of thematic analysis. The data suggests that technology use affected the teachers' classroom practices, communication with others and their professional development. The teachers were active agents in this technology use, including taking responsibility for the technology use in their schools, and improvising solutions and ways of using available resources in their practice. This active role of the teachers seemed to contribute to localised use of technology, enabled the teachers to resist some of their social positions as females and teachers, and occasionally included a determination to create new positions for themselves. Overall, technology use appeared to enhance the Saudi female teachers' sense of agency, and crucially, seemed to enhance their awareness of their lived experience. The above insights might benefit Saudi educational policy makers, other Saudi teachers as a way of sharing experiences and practices, and researchers who are interested in studying the intersection between technology and society. In addition, the study exemplifies the novel use of the Ketso collaborative mind-mapping tool as a tool for qualitative research.
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Alghamdi, Abdulmajeed Mohammed B. "Exploring Secondary School Principals’ and Arabic Language Teachers’ Beliefs and Practices with Technology in Saudi Arabia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367707.

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This study explores the uses of educational technology as echoed in principals’ and Arabic language teachers’ beliefs and classroom practices. The research is conducted in Saudi Arabia, where the integration of information and communication technologies (ICT) in schools is still at its infancy. Previous research indicates that the use of ICT in education has been limited. This thesis is based on the argument that these limitations result from the lack of the pedagogical use of technology. Understanding principals’ and teachers’ pedagogical rationales and in-depth responses is important for the successful integration of ICT. This research investigates teachers’ ICT beliefs and practices. In particular, this research endeavours to identify the relationship between teachers’ technology beliefs and practices in the classroom and the factors influencing this relationship. This study also investigates school principals’ beliefs on the use of technology and on teachers’ ICT practices. The study aims to identify the relationship between principals’ beliefs and teachers’ beliefs and practices with regard to ICT, as well as to confirm or determine other factors influencing teachers’ technology practices. With the abundant studies measuring teachers’ self-reported attitudes and practices, and taking into consideration that teachers’ practices do not always reflect their beliefs, the researcher considers direct evidence of practice beyond self-reported practice as crucial in bridging research into school reality. Additionally, the nature of this study’s focus requires in-depth understanding and exploration.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Al-Harbi, Naif Mohammad. "Stress amongst male teachers in state schools in Saudi Arabia." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488981.

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There has been increasing professional and public interest in issues related to occupational stress carried out during the last two decades. While a number of studies have been carried out in developed countries on such issues, few studies have been conducted in Saudi Arabia, particularly in the field of education. This study is therefore important because there has been virtually no research that has focused on teacher stress in the country and no study, to-date, has compared teachers' stress at the primary, intermediate, and secondary school stages. This study therefore aims to fill the research gap and to conduct an investigation into an issue that is currently raising serious concerns in the education field.
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Madini, Manal Ibrahim. "An investigation into female kindergarten teachers' stress in Saudi Arabia." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423573.

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This study considers stress in kindergarten teachers. It investigates the level and negative effects of that stress, common sources of stress, strategies employed by teachers for relieving stress at work, and finally the teachers' suggestions for reducing stress. The study was conducted within kindergartens in Jeddah, Saudi Arabia, using quantitative and qualitative approaches to data collection. Quantitative data were derived from questionnaires which were administered to a representative sample of kindergarten teachers (135 public and 123 private), while qualitative data were gathered through interviews with 24 kindergarten teachers, and supported by classroom observations. Interviews with headteachers and inspectors of the kindergartens were conducted to form a more complete picture. Over 90% of the sample stated that working as a kindergarten teacher was either moderately or very stressful. The study determined that some sources of stress are contingent on being kindergarten teachers in Saudi Arabia, other sources are shared with teachers in other stages, and still others are related to working women in general. The coping strategies are categorised as palliative or direct, and are examined for efficacy. The prevalence and level of stress, the wide variety of its causes, and its serious effects on the teachers themselves are assessed. These are related to the general school atmosphere, friction among employees, and effects upon the children, which in tum could impede their progress at subsequent stages. The study concludes with recommendations with regard to kindergarten teaching, school buildings and working women generally in Saudi Arabia.
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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and how they think TPD could be enhanced in the Saudi context. The study was mainly guided by the following overarching question: What are Saudi EFL teachers’ perceptions, attitudes, and experiences with regards to their TPD? A qualitative approach to data collection was used to achieve the intended goals of the study. Data was collected from 25 practicing Saudi EFL teachers (males and females) via semi-structured interviews, semi-structured reflective essays, and WhatsApp correspondence. The data was thematically analysed. Braun and Clarke’s (2006) model provided a general framework and a sense of direction throughout the process of data analysis. The study highlighted how Saudi EFL teachers understand the concept of TPD. Participants provided a range of definitions for TPD with ‘growth,’ ‘development,’ and ‘adaptation to change’ emerging as key themes underpinning their definitions. Their conceptualisations were mostly functional, context-specific, and focused more on the content of learning and the type of expected effect rather than on the activity itself. Results showed that teachers have a high preference for self-directed TPD for its context specificity and relevance to their immediate needs. Although the study’s participants considered institutional training as one of the main channels of their development that aligns their practices to their employers’ agendas, data showed that they were highly critical of the way it was managed and delivered to them. Data showed that TPD is not a straightforward process. Rather, it is a complex undertaking that is subject to a range of facilitating and inhibiting factors. A number of recommendations were provided by participants on how they think TPD should be managed, how teachers’ missions could be facilitated, and how their motivation could be enhanced.
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Alharbi, Rabab. "Attention Deficit Hyperactivity Disorder (ADHD) Discourses in Saudi Arabia." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38172.

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ADHD is the most commonly diagnosed neurobehavioral disorder among children. While ADHD in Western countries has long been recognized and increasingly diagnosed in recent years, there is a growing recognition of this disorder as a significant cross-cultural phenomenon. Saudi studies to date vary in their estimation of prevalence of ADHD, with overall prevalence estimated to be between 3.5% and 6.5%, while the worldwide prevalence of ADHD is 5.29%.This study is a thesis by three articles. The first article examines the representations of ADHD by the Saudi ADHD Society members on Twitter because, as the only charity serving people with ADHD in Saudi Arabia, they have come to define how ADHD is talked about there. The Society’s Twitter account (@adhdarabia) has over 13,500 followers. Tweets posted between December 1st, 2016 and January 31st, 2017 were collected, with those announcing events and retweets from other accounts eliminated. This resulted in 141 tweets discussing the nature, causation, and treatment of ADHD. The content of these tweets was analyzed using Foucauldian discourse analysis. Findings reveal that the Society’s Twitter account shows members constructing ADHD as an experience of suffering; their comments position children with ADHD as sufferers, often subject to additional problems. An alternative discursive construction of ADHD is that caring for a child with ADHD is a ‘different’ kind of responsibility for parents and teachers, who must be advised by ‘experts’. The implications of these discourses are discussed in this paper.The second article uncovers the lived experience of parents with a child who has had an ADHD diagnosis in Saudi Arabia, and examines how their experiences can be understood in relation to the multiple and competing discourses of ADHD that frame their daily lives. Which discourses do parents draw upon – and reinforce – as they describe their experiences of ADHD, and which discourses do they resist? This study carried out in-depth interviews with seven Saudi parents who have at least one child diagnosed with ADHD, or any of its subtypes, between the ages of two and 11. Foucauldian discourse analysis (FDA) is applied in analyzing parental ADHD discourses, uncovering how these parents made sense of ADHD pre- and post-diagnosis. Four main discourses emerged in the process: ADHD as normal behavior (pre-diagnosis), and ADHD as emerging from supernatural/religious, medical, and social environment contexts (post-diagnosis). This paper also emphasises that the causes of ADHD must be considered in the wider context of misconceptions and uncertainty among Saudi parents. All the participants in this research were influenced by a combination of discourses in their attempts to make sense of their children’s symptoms.The third article explores the discourses drawn upon, reinforced and resisted by six Saudi teachers and four clinicians as they describe their experiences and understanding of ADHD. Saudi clinicians approach ADHD as an extension of American medical views in terms of its causes, diagnosis and treatment. Alarmingly, in light of the shortage of recommended ADHD medications, there are accounts of antipsychotic medications being prescribed for children. Saudi teachers’ views of ADHD were an extension of the medical discourse; this meant that students’ strengths were ignored and the focus was entirely on negative behavioral patterns. Despite a tendency to attribute ADHD to genetics, teachers objectified students who ‘acted out’ as having ADHD or even other disorders (when the child’s behavior or symptoms diverged from their limited understanding of ADHD). Parents who do not comply with teachers’ suggestions are blamed for any lack of improvement in the child’s behavior or academic attainment. Teachers’ accounts also revealed some serious pressures on them as a result of large class sizes and a lack of training in how to teach and manage students with ADHD. These findings have implications for individuals and institutions providing ADHD education to both doctors and teachers, and reinforce calls for researchers to examine ADHD outside of the genetic ‘box’.
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Albahiri, Mohammed. "Online CPD for teachers in Saudi Arabia : aptitude, attitudes and barriers." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12401.

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Al, Tayyar Khalid. "Job satisfaction and motivation amongst secondary school teachers in Saudi Arabia." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/6191/.

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Many studies of job satisfaction and motivation have been conducted in developed countries, but few in developing ones, including Saudi Arabia, in particular in the field of education. The present study investigates the general job satisfaction and motivation of teachers in boys’ secondary schools in Saudi Arabia, identifies the main contributory factors and explores the relationship between satisfaction and motivation and the effects of demographic variables such as age, qualifications, experience, length of service and training. In the quantitative phase, 737 teachers in 24 schools in Riyadh completed a self-administered questionnaire, then qualitative data were gathered by means of semi-structured interviews with 32 teachers. Factor analysis of the quantitative data, using SPSS, identified the following ten factors affecting job satisfaction: staff development; student progress; salary and promotion; supervision and status in society; educational system; marking pupils’ work; workload; nature of the work; administration; and interpersonal relationships. Factor analysis also identified two main factors with regard to motivation, labelled ‘intrinsic and altruistic’ and ‘extrinsic’. The interview data indicated that religion was a third motivating factor. The findings show that teachers were generally satisfied with their jobs and that interpersonal relationships made the greatest contribution to their satisfaction, followed by school administration and the nature of the work. Satisfaction was moderately influenced by marking pupils’ work, the educational system, supervision and social status, workload and conditions, salary and promotion, and student progress, whereas staff development contributed to teachers’ dissatisfaction. The participating teachers were generally highly motivated, more so by the intrinsic/altruistic factor than the extrinsic and religious ones. The study also found a significant relationship between teachers’ general job satisfaction and their general motivation. There were two other significant correlations: a relatively strong one between satisfaction and extrinsic motivation, and a less strong one between satisfaction and intrinsic/altruistic motivation. With regard to demographic variables, there were statistically significant differences in job satisfaction and motivation between teachers based on their qualifications, experience and subjects taught, whereas age, job grade, length of teaching experience at the present school, the number of lessons taught and having received in-service training were not associated with statistically significant differences between teachers in terms of either job satisfaction or motivation.
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Alofi, Ibrahim A. "Professional Development of Computer Assisted Language Learning (CALL): Saudi Arabia Language Teachers." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1403625998.

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Al-Jadidi, Nadia Ahmed A. "The professional preparation, knowledge and beliefs of kindergarten teachers in Saudi Arabia." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3892.

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The study used Social Cultural Theory as an analytical framework to understand the professional preparation of kindergarten teachers in the Kingdom of Saudi Arabia (KSA). A multi-method approach to data collection was adopted, involving a questionnaire, interviews and documentary analysis of both the pre-school curriculum in KSA and the programme content. Both qualitative and quantitative approaches were therefore employed to achieve the research objectives. The research methodology was based on the interpretive approach and included a case study. The participants were student-teachers studying on the four-year teacher training programme at one of the universities in KSA. Responses to four hundred and nineteen questionnaires completed by student-teachers across the four years of the programme were analysed, and a detailed case study involving 32 student-teachers was carried out. These student-teachers were interviewed three times each over three terms, with a focus on the nature of their knowledge and beliefs. The quantitative and qualitative data were analysed using SPSS to summarise the results of the closed questions in the questionnaire and to compare the differences between the student-teachers’ perspectives in each study year. All interviews were taped and transcribed. The data were coded and recoded several times using the continuous comparative process. When broad categories/themes emerged, these created sub-categories. Similarly, the data gained from the questionnaire’s open-ended questions were also analysed qualitatively. The findings focus on the results from the questionnaire for each study year, followed by a direct comparison of student-teachers’ knowledge and beliefs across the four years. The findings from the interviews with student-teachers are presented separately for each study year in order that the development of their knowledge and beliefs over the four-year programme can be seen. The findings revealed that student-teachers’ beliefs and their knowledge were closely linked. Although student-teachers’ knowledge developed as a result of their learning, some of their beliefs about Early Childhood Education (ECE) in general seemed to remain stable over the period of their university course. Many factors influenced the training of the student-teacher within Saudi culture and practices, such as the cultural context, the society, national policy, religion, module content, styles of teaching, visits to kindergarten, self-learning, and others’ knowledge/experience and support. These others included friends, other student-teachers, and relatives who were studying on the kindergarten programme or worked in the field of ECE. The findings showed that student-teachers built their teaching identities on the wider social-cultural purposes of education in Saudi society, which were consistent with expectations of their roles in society. However, various constraints related to the university context, to the kindergarten context and to the social-cultural context influenced their preparation as teachers. The study indicated many limitations to the current apprenticeship approach, due to the predominantly transmissive style of education at university. Student-teachers were not progressively immersed in a more fully developed apprenticeship model in which teachers learnt about the cultures and practices of ECE within the contexts of practice. This study strongly challenges a system where student-teachers only have one term of teaching practice. It is argued that teaching practice should start much earlier in the programme and be extended. A model for developing professional preparation programmes of Initial Teachers (IT) in the field of ECE is presented. Implications arising from this study and recommendations which could improve Teacher Education (TE) in KSA are outlined. Finally, suggestions for further research are presented.
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Books on the topic "Teachers – Saudi Arabia – Biography"

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Moloney, G. E. A doctor in Saudi Arabia. London: Regency Press, 1985.

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Ladin, Carmen Bin. Inside the kingdom: My life in Saudi Arabia. New York: Warner Books, 2004.

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Laube, Lydia. Behind the veil: An Australian nurse in Saudi Arabia. Kent Town, South Australia: Wakefield Press, 1991.

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al-Shūrá, Saudi Arabia Majlis. Shura Council member's biographics. Riyadh, Saudi Arabia: Shura Council, 2002.

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al-Shūrá, Saudi Arabia Majlis. Shura Council member's biographics. Riyadh, Saudi Arabia: Shura Council, 2002.

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ʻArfaj, Nāṣir ʻAbd al-ʻAzīz. Qiṭār al-ḥayāh. al-Riyāḍ: Nāṣir ibn ʻAbd al-ʻAzīz al-ʻArfaj, 2009.

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Hardcastle, Mary Ellen. I'll tell you a story of Saudi Arabia. [Philadelphia]: Xlibris, 2008.

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Sasson, Jean P. Princess: Shehzadi Sultana ki. Lahore: Hakayat, 2001.

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Arasly, Ėlʹvira. Kingdom of Saudi Arabia: Seen by a diplomat's spouse. 2nd ed. Riyadh: Ghainaa Publications, 2008.

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Sasson, Jean P. Princess Sultana's daughters. Van Nuys, CA: Windsor-Brooke Books, 2001.

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Book chapters on the topic "Teachers – Saudi Arabia – Biography"

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Hameedadin, Amal Abdullah, and Christopher Hill. "An Investigation of the Development and Implementation of Teacher's Licensing in Saudi Arabia Based on Local Stakeholders’ Perceptions, Compared with International and Regional Practices." In BUiD Doctoral Research Conference 2023, 67–79. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56121-4_7.

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AbstractSaudi Arabia- is moving steadily toward Vision 2030. Accordingly, the Educational & Training Evaluation Commission (ETEC) has teamed up with the Ministry of Education in Saudi Arabia to update and raise the ‘Teacher Licensure Programme’ bar.Purpose- The study aimed to investigate the development and implementation of the 2019 teacher licensure program in Saudi Arabia.Methodology- The study adopted the exploratory sequential mixed method. The paper consisted of three stages. Initially, six policies were reviewed to compare international, regional, and local licensures. Second, the study collected quantitative data from 300 teachers from public schools through an online survey. The last stage collected qualitative data through a school leaders’ questionnaire.Findings- Stage one findings were linked to international and regional practices. A comparative study revealed a lack of career development at the college level and during in-service training in Saudi Arabia. Furthermore, there is a need for a standardized teacher evaluation system that includes constructive feedback and reflection. Based on stage two findings, teachers expressed negative views regarding the current licensing programme. In addition, stage three findings confirmed stage two results from the perspective of school leaders and policymakers.Implications- Educators should consider building long-life learners by aligning licensing standards with the exam and desired outcomes, ensuring stakeholders’ involvement, create a continuous PD program.Originality/value- This study filled a critical gap in the theoretical field of teacher licensing in the Gulf Region. Additionally, the research suggested a flexible framework based on the best practices and the perceptions and experiences of the stakeholders. The framework asserted that the licensing examination is one of a number of methods for evaluating teachers.
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Fan, Lianghuo, Mailizar Mailizar, Manahel Alafaleq, and Yi Wang. "A Comparative Study on the Presentation of Geometric Proof in Secondary Mathematics Textbooks in China, Indonesia, and Saudi Arabia." In Research on Mathematics Textbooks and Teachers’ Resources, 53–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_3.

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Alghamdi, Fayiq, Arnold Pears, and Aletta Nylén. "Computer Science Teachers Perspectives on Competencies - A Case Study in the Kingdom of Saudi Arabia." In Lecture Notes in Computer Science, 129–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02750-6_10.

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Almutairi, Abbad. "Technology Education in Saudi Arabia in Comparison with New Zealand: Lessons for Technology Education Teachers." In Contemporary Issues in Technology Education, 17–31. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3010-0_2.

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Alshammri, Waleed Saud, Siti Mastura Baharudin, and Azidah Bt Abu Ziden. "Factors Influencing School Teachers’ Intention to Adopt Open Virtual Educational Resources Platform in Saudi Arabia." In Beyond Reality: Navigating the Power of Metaverse and Its Applications, 94–111. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-51300-8_7.

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Saggah, Alaa, Anthony Atkins, and Russell Campion. "A Pedagogical Game Design Document (Ped-GDD) to Promote Teachers’ Engagement in the Kingdom of Saudi Arabia." In Proceedings of Fifth International Congress on Information and Communication Technology, 590–95. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5856-6_59.

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Mutambik, Ibrahim M., John Lee, and Yvonne Foley. "Identifying the Underlying Factors of Students’ Readiness for E-Learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives." In Advances in Intelligent Systems and Computing, 265–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01177-2_19.

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"INDONESIAN ISLAMIC SCHOLARS, TEACHERS, AND SCIENTISTS IN SAUDI ARABIA." In Saudi Arabia and Indonesian Networks. I.B. Tauris, 2019. http://dx.doi.org/10.5040/9781838602215.ch-005.

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"Reorientation of Teaching/Teachers about Education and Pandemic." In Teaching in the Pandemic Era in Saudi Arabia, 130–53. BRILL, 2022. http://dx.doi.org/10.1163/9789004521674_009.

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Samin, Nadav. "Ḥamad al-Jāsir: A Life in Context." In Of Sand or Soil. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691164441.003.0002.

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This chapter discusses the twentieth-century history of Saudi Arabia through the biography of Hamad al-Jāsir. More than any other single person, al-Jāsir was responsible for shaping the modern genealogical culture of Saudi Arabia. The chapter examines al-Jāsir's life from his birth in 1909 in a central Arabian village to the beginnings of his genealogical project in the 1970s. It considers al-Jāsir's sometimes tumultuous relationship with his patrons in the Wahhabi religious establishment, his contributions to the development of the Saudi press and public culture, and his views on Arabia's bedouin populations and on the Arabic language. It also explores al-Jāsir's turn toward scholarship and the documenting of Saudi lineages in the last third of his life.
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Conference papers on the topic "Teachers – Saudi Arabia – Biography"

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"Job Satisfaction among Elementary Teachers in Saudi Arabia." In June 14-15, 2018 Cebu (Philippines). Emirates Research Publishing, 2018. http://dx.doi.org/10.17758/erpub1.ea06181008.

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"The Teachers Experiences with Video Games play in Saudi Arabia." In Jan. 1-2, 2017 Dubai (UAE). ICEHM, 2017. http://dx.doi.org/10.15242/icehm.uh0117025.

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Alghamdi, Fayiq, Aletta Nylen, and Arnold Pears. "Teachers’ Awards - an Incentive for Pedagogical Development in Saudi Arabia." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028563.

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Algarni, Badriah. "TEACHERS’ PERCEPTIONS TOWARD USING INTERACTIVE WHITEBOARD IN HIGH SCHOOLS IN SAUDI ARABIA." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2277.

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Al-Ahmadi, H., M. Al-Sughaiyer, N. Ratrout, K. Al-Ofi, H. Muttlak, and A. Zeeshan Raza. "Self-reported attributes of traffic accident involvement by female teachers working in Saudi Arabia." In URBAN TRANSPORT 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/ut060421.

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Alqarni, Saleh, and Victor Lally. "ISSUES PREVENTING ENGLISH TEACHERS IN SAUDI ARABIA FROM USING SOCIAL MEDIA TO SUPPORT ENGLISH TEACHING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1405.

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Aljarf, Reima. "INVESTIGATING EQUITY IN DISTANCE EDUCATION IN SAUDI ARABIA DURING THE COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-001.

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Due to the Covid-19 Pandemic, there was a sudden shift from face-to-face to distance education at all schools and universities in Saudi Arabia starting March 2020 until now. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and internet access. Others have Internet connection and even a tablet for each child in the family. This study investigates the issue of equity in accessing online courses by underprivileged students in needy families, orphanages, and remote areas. A sample of teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was solved by: (i) some Governorates donated thousands of tablets to students in their school districts; (ii) charity organizations donated tablets/laptops and financial aid to underprivileged students; (iii) affluent individuals donated laptops to some needy students; (iv) some school teachers collected money to buy tablets for needy students; (v) students who do not have mobile devices and/or Internet go to school and teachers go to school few times a week to teach them face-to-face and help them with homework; (vi) needy college students are allowed to use their college computer laps; (vii) students reported borrowing a smart phone/laptop from a relative or neighbour and/or use relatives and neighbours' Internet; (viii) the Saudi telecom Company offered reduced Internet rates for students. Sample regions, types of underprivileged students and help provided to bridge the distance education divide in Saudi Arabia during Covid-19 will be given in detail.
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Abu-Hudra, Suzan, and Taghreed Almuqayteeb. "PRESERVICE TEACHERS PERCEPTIONS OF APPLYING COGNITIVE APPRENTICESHIP METHOD IN AN EDUCATIONAL TECHNOLOGY COURSE IN SAUDI ARABIA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2216.

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Alghamdi, Fayiq, Aletta Nylen, and Arnold Pears. "Changing the Educational Epistemologies of Computer Science Teachers - A Case Study of the Kingdom of Saudi Arabia." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659265.

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Alnosiaan, Abdullah. "THE SOCIO-CULTURAL FACTORS THAT INFLUENCE STUDENTS’ AND LANGUAGE TEACHERS’ USAGE OF ICT: A CASE FROM SAUDI ARABIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0452.

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Reports on the topic "Teachers – Saudi Arabia – Biography"

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Green, Crystal. Aanaab Showcase: Furthering Teacher Professional Development in Saudi Arabia and the MENA Region. Hundred, June 2023. http://dx.doi.org/10.58261/byub6590.

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In this Showcase, we focus on the work of Aanaab, and explore how Aanaab’s teacher professional development is positively impacting teachers and how they see this impact affecting their students. We aim to highlight the critical work being undertaken by Aanaab to address the challenge of the professional development gap for teachers, especially in Saudi Arabia and the Middle East and North African (MENA) region.
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