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1
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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Shoaib, Amel. "What motivates and demotivates English teachers in Saudi Arabia : a qualitative perspective." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410427.
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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.
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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.
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Alotaibi, Sultan. "Study of Islamic Teaching Methods in Saudi Arabia." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395603595.
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Alsouhibani, Mohammed A. "Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2482/.
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This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU).
The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research.
Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions.
The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
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Al-Rashed, Hamad Abdul Aziz. "Teachers and information communication technology in Saudi Arabia : current use and training needs." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3562.
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Education planners in Saudi Arabia, as in many other countries, are anxious to exploit the potential of ICT to enhance the teaching and learning process. However,concerns have been voiced that teachers are ill-equipped to cope with the new technology. This study investigates the present use of ICT among Saudi primary teachers in the classroom, for professional development and for personal use; factors that deter/prevent use; teachers' perceptions of their skills in ICT, their attitudes to ICT; and their training needs in relation to ICT. Data were collected via a questionnaire survey of primary school teachers in Riyadh, Makkah and Dammam, and complementary semi-structured interviews with teachers, government officials with responsibility for education and representatives of private sector bodies involved in various ways with provision of ICT facilities.The findings showed that teachers' use of ICT was low, especially in the classroom. The major constraints on use were lack of availability,lack of skills,and time and budget constraints. More than half the teachers had received no training in ICT and many lacked basic competencies. However, some had downloaded resources for teaching, and some used ICT to exchange ideas with colleagues. Attitudes to ICT were generally positive. Some differences were found in use of ICT, attitudes to ICT and perceived competence in ICT, in relation to personal variables, most notably in relation to the amount of previous in-service training received in ICT. Government officials wanted all teachers trained in ICT, but plans and policies were diffuse and unclear. Training and technical support are available in the private sector, which teachers could use, given the time and financial resources.On the basis of the findings, recommendations are made for in-service training to equip teachers with the operational and pedagogic skills needed to use ICT effectively in the classroom.
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Alowayr, Ali S. "Effectiveness of avatars representing teachers in M-learning in Saudi Arabia higher education." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/79819/.
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The aim of this research has been to investigate how m-learning can be used to complement traditional learning environments in Higher Education in Saudi Arabia. Specific attention has been paid to how engagement and performance in learning can be influenced by the type of avatar representation of the teacher on the mobile device, which might be in the form of video, audio, image, cartoon or simple text. This study enhances the field of knowledge related to m-learning via three main contributions which are described and developed as the thesis progresses. Firstly, the research develops, as an extension to the traditional technology acceptance model (TAM), an educational model, MADE-ME (Multi Avatar Delivery Environment for Mobile Education). This model defines how students can interact with different avatar representations of the teacher to deliver learning content. The model shows the relationships between factors such as engagement, interactive elements, gender, major of study, pedagogical performance, etc. Secondly the research produces a framework MADE-ME (Multi Avatar Delivery Environment for Mobile Education) web-app that enables a range of avatars to represent the teacher in their purpose of delivering interactive learning content via mobile technologies, and which allows students to be tested on how much they have learnt from the content or lesson. Thirdly, a comprehensive case study is undertaken with student groups studying on a compulsory English language module as part of their higher education in Saudi Arabia to determine how they engaged with the mobile content and how effective their learning was to evaluate and to validate the MADE-ME model and app. The data was collected by a mixed methods approach and used REGRESSION and UNIANOVA techniques for analysing the quantitative data from questionnaires, and a thematic approach for analysing qualitative data from open-ended questions. The thesis concludes with recommendations for implementing m-learning in Saudi higher education, limitations of the current study and suggestions for further research.
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Gamlo, Nada Hussain. "EFL teachers use/non-use of ICT at a university in Saudi Arabia." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66077/.
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This study describes and evaluates the reported use of Information Communication Technology (ICT) by teachers of English as a Foreign Language (EFL) at a university in Jeddah, Saudi Arabia. The overriding aim of the study was to understand how ICT was being used and to discover what limits and what encourages teachers to use ICT. This was a mixed methods study using both quantitative and qualitative methods. Data was collected using questionnaires (152 EFL teachers – 92 females and 60 males), personal interviews (16 female and 8 male teachers) and observations (5 lessons of female teachers). The study reports variable use of ICT, and three types of teachers were identified according to their use of ICT. Extended users were seen as emergent users of ICT; they allowed students to use of mobile phones in the classroom to capture pictures of projected slides or to record the lesson. They tended to prepare a greater of repertoire resources and experiments using ICT, such as blogs and online groups. Restricted users tended to apply limited use of ICT. They used ICT in routine practices as expected by their course coordinators; e.g. they used data projections to explain grammar rules or to facilitate revision, and played audio using computers in the classroom or mp3 with speakers. Non-users of ICT were those teachers were those who believed there was no reason, insufficient time allocated, or not enough reliable equipment, to use ICT. It was found that most teachers perceived the use of ICT as beneficial to learning and teaching, in particular in reducing classroom teaching time and improving the monitoring of students‟ progress. Teachers also believed that ICT provided a greater variety of teaching and learning strategies, e.g. teachers created blogs to teach their students cooperative writing techniques, and encouraged students to upload useful learning applications on their smart phones. Teachers believed that students were more engaged when using technology, and that ICT helped the students to become more independent learners. It was found that teachers‟ beliefs and their willingness to use ICT were the main motivators for students. However, there were several constraints on teachers; the most commonly perceived barriers to ICT use were related to lack of access, lack of confidence when using ICT, lack of belief in the value of ICT, unwillingness to make time to use ICT, and poor training. This research contributes to an under researched area of ICT: that is the use of ICT in EFL teaching in the Arab world, i.e. Saudi Arabia. It sheds light on the perennial problem of ICT uptake and shows how unreliable access, limited time and irrelevant training limit ICT use, but that teachers‟ beliefs and willingness to use ICT when teaching EFL facilitate use. The researcher made an attempt to consider these constraints and barriers in theoretical terms, and the discussion drew attention to the value of a zoned approach to ICT. It has added to research investigating how gender differences affect the approaches of academic staff in Saudi Arabia, and has also illuminated the potential of female staff as effective educators.
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Beati, Nada Y. "Smaller class size, tutoring, physical education, and professional development: Perception of Saudi Arabia female teachers for improving the academic achievement of Saudi Arabia high school girls." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/214.
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The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.
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Wallis, Leonard James Michael. "Teachers of English as a foreign language : male native English speakers in Saudi Arabia." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273531.
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Jamjoom, Mounira. "Secondary and intermediate female Islamic studies teachers in Jeddah, Saudi Arabia : understanding their teaching." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:4a889a68-b922-445f-80bc-3b9da1eed323.
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The purpose of this study is to investigate how intermediate and secondary female Islamic studies teachers in Jeddah, Saudi Arabia, make sense of their teaching. The overarching aim was to produce a descriptive and interpretive account of what is it like to be an IS teacher teaching in Jeddah, Saudi Arabia today. The key questions that frame this study are: 1) How do female Saudi Arabian Islamic studies teachers teach in the classroom? 2) How do female Saudi Arabian Islamic studies teachers make sense of their teaching practices? 3) What is essential however implicit to the experience of being a female Islamic studies teacher in Saudi Arabia today? The study is positioned within a qualitative interpretive tradition, drawing on phenomenology as a guiding conceptual paradigm. The data for this study were collected by means of semi-structured interviews and classroom observations conducted with 24 teachers in six different schools in the city of Jeddah. The analysis of the data began at the individual level, capturing the patterns that emerged for each teacher. A cross analysis was then conducted to elicit key emergent themes for the whole group. However, even where the analysis was carried out primarily at the group level, themes are still illustrated with examples taken from the talk of individual teachers. While the data indicated similarities in substance in the ways in which teachers made sense of their teaching, there were differences in the manifestations of the themes, which are also reported in this study. The themes that emerged from this investigation suggest that the teachers talked about their teaching by referring most essentially to maintaining discipline, teaching as persuasion and dealing with dissonance. The findings suggest that the participating Islamic studies teachers both described and used a set of distinctive pedagogical devices to maintain discipline and to persuade students regarding 9and by means of) pre-planned and well-crafted messages. In both their talk and their practice, the teachers reported a transition from understanding their teaching as a process of transmission of sacred knowledge to understanding it as a process of persuasion. The findings also show that, at the surroundings level, the teachers struggled to deal with issues of dissonance between their commitment to their values and religious beliefs and their required role as teachers teaching under institutional pressures. The research outlines the tension and paradox between the two roles, describing how the teachers maintain this balance in their teaching from the perspective of the teachers themselves.
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Mansour, Sana Ahmed. "An Assessment of the Current Practice of Teacher Evaluation in Saudi Arabian Universities and the Development of a Teacher Evaluation Program Based on This Study." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1232.
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The purpose of this study was to examine the effectiveness of the current requirements of teacher evaluation at Saudi Arabian universities and to develop a teacher evaluation program that would fit the current need and support Saudi social and religious values. The site of the study was Ring Abdulaziz University (R.A.U.) in Jeddah, Saudi Arabia. Population of the study included a random sample of senior students and faculty from the Women's Section of the university. Of 350 surveyed students, 224 responded, and 55 out of 150 surveyed faculty responded. The Dean and the Vice Deans of the Colleges of Science, Medicine, Arts and Literature, and Economics and Administration in the Women's Section were interviewed. The study involved two phases. The first phase was the assessment, for which interviews and surveys were employed. Interviews of top administrators at R.A.U.'s Women's section had two aims: to get top administrators' views of the current requirements of teacher evaluation at K.A.U., and to define the need for employing a formal system of teacher evaluation. The faculty survey sought faculty members' views on the methods of instructor evaluation currently employed and their preferences regarding a wide range of instructional evaluation techniques. The student survey sought to ascertain students' wishes to improve the process of learning by participating in teacher evaluation. Development of a proposed teacher evaluation program followed an analysis of the interviews and surveys. The second phase of the study was the field review. The proposed teacher evaluation program was reviewed by a selected sample of 13 top administrators at K.A.U. in both the Men's and Women's sections and by two top administrators in both King Saud University and King Faisal University. Field reviewers were asked about program clarity and the feasibility of its employment. Findings from phase one, the assessment, indicated the need for a formal evaluation system to replace the currently employed practice of teacher evaluation. This finding led to the development of a teacher evaluation program that takes into account the felt need of students to participate in the evaluation process without fear of any kind of reprisal from faculty and the desire of faculty not to have their status within the university system compromised by such a process. Findings of phase two, the field review of the program, resulted in a revised and final version of the program. The final teacher evaluation program contains three major components: (1) campus orientation, designed to acquaint faculty and students with the program and help them to understand its purpose and adjust to its employment; (2) students' rating, which includes a questionnaire to be used by students to evaluate instruction, along with various options for administering the questionnaire; and (3) data analysis, interpretation and improvement strategies.
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Al-Rebdi, Sufyan Ibrahim Abdulaziz. "Role of the school counsellor as perceived by counsellors, principals and teachers in Saudi Arabia." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535523.
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Alothman, Abdulaziz. "Inclusive education for deaf students in Saudi Arabia : perceptions of schools principals, teachers and parents." Thesis, University of Lincoln, 2014. http://eprints.lincoln.ac.uk/19026/.
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This study is set in Saudi Arabia within the context of increasing national and international emphasis on inclusive education of deaf students and where policy overtly supports increasingly inclusive schools. This research is important because it is one of the few qualitative Saudi Arabian studies that have been conducted within the interpretive paradigm with a view to understanding the complexity of inclusive education. It specifically explores the factors that have influenced its theory and practice at inclusive boys’ primary schools for deaf students in the Saudi educational context. The empirical study which was set in the Local Educational Authority in Riyadh city focuses on the perceptions of schools' principals, teachers and parents of deaf students. It explores the knowledge, understanding, attitudes and experiences of these three groups of participants regarding the inclusive education of deaf students, in order to establish the factors that influence inclusive education and determine the kind of services that are needed for inclusive education of deaf students in the Saudi context. The study had two stages: the first involved exploratory focus-group interviews with schools' staff including schools' principals, teachers and parents of deaf students; and, stage two was based upon individual interviews, observations and documentary data. I adopted a purposive sampling strategy in both cases and overall 61 participants were included. A key finding was that principals of inclusive schools lacked the knowledge and understanding of inclusive education necessary for effective education for deaf students. This arguably has affected their attitudes and unconstructively influenced their attitudes towards the inclusive education of deaf students in their schools. Whilst the majority of teachers of deaf children had more knowledge and the necessary positive views towards their inclusive education and have tried to adapt classroom materials and activities to accommodate deaf students, the lack of support from principals inhibited them. In addition parents appear to lack knowledge about inclusion and its possibilities for their children and they are as such excluded from influencing educational policy and mostly do not play the role in inclusive schools to support their children that Saudi Arabian policy suggests they should. Other inhibiting factors for inclusive education for deaf students included insufficient facilities and resources, lack of training courses and lack of collaboration among school staff and between staff and parents of deaf students. My research indicates that these insufficiencies cannot be addressed without there being a symbiotic relationship between principals, teachers, parents, the Local Educational Authority, the Ministry of Education and the school environment. There is a strong need to create mechanisms to change the knowledge, attitudes and qualifications of principals, teachers and parents. Therefore in response to these findings I have developed and proposed a strategic model that focuses on the deaf student and their educational support, for the Saudi Education System. There is considerable research needed if inclusive education for deaf students is to be more grounded in an understanding of the context. The study ended with utilising its findings and previous literature to develop recommendations for theories of inclusive education and made contributions to knowledge about the role of attitudes. It also provided a set of policy guidelines and made suggestions about pedagogy. In Saudi, organisationally the Local Educational Authority need to pay more attention to funding inclusive schools and providing facilities and specialised training to school staff and parents. With work this may lead to successful inclusive education for deaf students in Saudi Arabia.
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Abed, Mohaned Ghazi Abed. "The knowledge and beliefs concerning ADHD held by children, parents and teachers in Saudi Arabia." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/8037/.
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Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It has an effect on 3–5% of school-aged children, and brings about difficulties in academic and social interaction in relation to both parents and teachers. The rationale behind this study is the exploration of the knowledge and beliefs of children with ADHD, their parents and teachers in relation to ADHD. An ecological framework has been used in order to achieve an understanding and to interpret data gained through this research; however, although this study considers the social model of disability, the medical one, which is recognised as the dominant framework in Saudi Arabia, was not overlooked. The results of the survey based on the responses of 58 children to the ADHD Knowledge and Opinions Questionnaires and subsequent interviews showed positive choices of evidence-based medication and psychosocial treatment, and an understanding of the range of effects of ADHD, as well as the possible handling strategies. The children were able to determine environments in which ADHD made it difficult for them to be, and also identify adults who they considered capable of assisting them with their condition. The data gained from The KADD-Q (Knowledge about Attention Deficit Disorder Questionnaire) and subsequent interviews with a sample of 40 parents and 54 teachers reveals that the levels of knowledge of parents and teachers in regard to ADHD characteristics were considerably higher than their knowledge of ADHD-related causes and treatment. Overall, the findings reveal that, whilst children, parents and teachers have some knowledge regarding ADHD, more training is required. Furthermore, the strengths and limitations of the research, as well as suggestions for future research, are discussed. The study also provides theoretical, political and practical implications for prompting knowledge of ADHD within the Kingdom of Saudi Arabia (KSA).
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Alharbi, Abdulaziz. "The development and implementation of a CPD programme for newly qualified teachers in Saudi Arabia." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/209275/.
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Globally, continuing professional development(CPD) is recognized as essential for promoting teacher learning and improving school effectiveness (e.g. Boyle, 2004; Cordingly et al., Gusky, 2000; Powell et al., 2003). Broad attention to CPD exists in many countries. CPD in Saudi Arabia is very much in its infancy and is characterized by an absence of sustained and progessive opportunites. This thesis seeks to invesitgate the development of a CPD programme that was designed by multiple stakeholders (a Steering Group) for newly qualified teachers (NQTs) in Saudi. The study sought a) to gather the perceptions of the Steering Group concerning their experiences in the design of the programme, and b) to track a sample of NQTs as they completed the CPD programme, seeking their views on the programme (content,delivery and organization etc.) and also the percieved impact of the prgramme on both their classroom practice and wider professional life in school. A qualitative approach was adopted in this thesis. The study undertaken in this thesis was designed in two phases. The first phase focused on the views and experiences of the 'Steering Group' who collectively designed the programme. In the first phase, data were gathered through dorect observationof the Steering Group planning meetings, and semi-structured interviews with the Steering Group members after the programme had been developed. The second phase involved the implementation of the CPD programme. Five NQTs attended the CPD sessions. They were observed in the CPD sessions and in their classrooms and interviewed across the implementation period and after each classroom observation. NQTs were also asked to keep a reflective diary to record their experiences. Data were analysed inductively using a constant comparison process. A number of themes emerged. the collaborative design process enables many voices to be heard. Data indicated that while individual Sterring Group members initially sought to influence the broader direction of the CPD programme, all participants appreciated opportunities to debate CPD provision. Steering Group members offered many examples of 'new learning' which had emerged as a consequence of working alongside other stakeholders. NQTs were also positive regarding the content, activities and the delivery of the programme, in particular 'open discussion' as one delivery strategy. They were also positive concerning their engagement in the programme. Given that there is no mentoring arranagement in Saudi schools the programme became a place for teachers to talk and to share their experience. Many elements of the programme were taken into the classroom by the NQTs. The study conceptualizes CPD as 'collective authorship'. Serving teacher professional development needs the full engagement of all stakeholders to have a positive effect in Saudi. However, there is much to be learned concerning the'collective authorship' of CPD programmes and the need for a coordinated collaboration between a range of stakeholders with a common interest in new teacher induction and professional development. Close attention needs to be paid to time and resources when developing and implementing such CPD programmes in the future. Suggestions for further research into and development of Saudi CPD are provided.
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Al-Abdulhadi, Abdulhadi Saad. "Program articulation between secondary schools and universities as perceived by science teachers in Saudi Arabia /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487599963592536.
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Alsaleh, Adel Ahmed A. "Attitudes of teachers at the Institute of Public Administration in Saudi Arabia toward teacher evaluation /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941208.
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Aboulfaraj, Hind Saleh. "Teachers' performance in secondary school for girls in Jeddah City, the Kingdom of Saudi Arabia." Thesis, University of Manchester, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535522.
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Bhola, Salisha. "Faculty and Administrator Perceptions of the Attrition of Female Expatriate ESL Teachers' in Saudi Arabia." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7367.
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Colleges in Saudi Arabia require students to take content classes in English. As the number of English learners in Riyadh continues to grow, it is important to retain quality English as Second Language (ESL) teachers. The problem investigated in this study was the high attrition of female expatriates teaching ESL at an all-female university. The purpose of this qualitative case study was to explore teacher and administrators' perceptions about the attrition of female expatriate ESL teachers at the university. The conceptual framework was Herzberg's motivation-hygiene theory, which focuses on influences that motivate or demotivate employees. The research questions explored why female ESL instructors leave their teaching positions. Data were collected through SKYPE interviews with 4 ESL experienced instructors, 4 ESL novice instructors, and 4 ESL program administrators. The data were analyzed for emerging themes using an open coding process. Three themes emerged from the analysis: poor long-term planning, lack of employee recognition, and lack of leadership professionalism. These findings were used to develop a 3-day professional development workshop for human resource representatives, university administrators, deans, and ESL instructors. The workshop promoted the collaboration of key stakeholders to develop strategies aimed at reducing teacher attrition through improved long-term planning, the implementation of incentives to recognize exemplary professional practice through the development of a faculty council, and interventions and training to improve leadership styles. This study was expected to contribute to positive social change by offering university administrators an opportunity to decrease ESL teacher attrition and increase teacher satisfaction, which, in turn, may positively influence students' achievement of their educational goals.
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Al, Harbi Hanaa Eid M. "An examination of Saudi high school teachers' ICT knowledge and implementation." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78462/1/Hanaa%20Eid%20M_Al%20Harbi_Thesis.pdf.
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This study investigated Saudi high school teachers' implementation of ICT in schools. The study also explored the relationship between the teachers' level of TPACK and their implementation of ICT. In the first phase of the study, more than 250 Saudi teachers from Al-Madinah administrative area filled in a four-part self reported questionnaire while in the second, 12 teachers completed semi-structured interviews. Findings from both phases of the study revealed that Saudi high school teachers demonstrated low level of effectiveness of ICT implementation. Among a number of barriers, Teachers' TPACK knowledge was found as the best predictor of the effectiveness of ICT implementation.
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Al, Muljim Ensaf. "Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3077.
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The focus of this study is the development of an ICT training package for novice female primary teachers in Saudi Arabia. In recent years, the Ministry of Education in Saudi Arabia has placed a lot of importance on increasing the use of ICT within schools. Evidence suggests however that little attention has been paid to the provision of ICT training, particularly in primary education. Furthermore, in the general research literature; whilst there is much talk about the need for training, very little evidence is provided regarding what kind of training is effective. The purpose of this study therefore was to systematically design and evaluate an ICT training package that was informed by learning theory, research evidence and user needs. The study was conducted in two phases: 1) determining the ICT training needs of novice female primary teachers in Saudi Arabia; 2) designing, piloting and evaluating a training package based on identified needs and preferences, in-service teacher training literature and common learning theories in the field. In phase one, a qualitative survey that employed a questionnaire and semi-structured interviews was conducted. There were 135 participants in the questionnaire and 20 interviewees. The survey findings of revealed a great gap in both the technical and pedagogical skills of teachers. Furthermore, the data identified some factors that either limit or motivate teachers’ use of ICT. The participants’ preferences for their future ICT training were also determined. These results were used to inform the design of a training package. Key design features of the training package included: covering both technical and pedagogical content; using a blended approach that combined face-to-face and online delivery and using iv social constructivism and experiential learning to underpin its pedagogy. Twenty-two teachers participated in the pilot training. Evaluation data collected from a range of sources suggest that the teachers responded well to the design features of the training package and that the training had some positive influence on their practice. Using the literature review and the training needs data as well as the data generated from my own study I have identified five key design criteria that I believe can be applied to designing similar training packages in the future: Ownership; Shared learning; Contextualisation; Transformational potential and Evidence-based.
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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.
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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.PHD
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Alshehri, Abdullah D. Ali. "An evaluation of art teacher preparatory programme in Saudi Arabia for the teachers at school level." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298956.
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Mallouh, Faizah M. "Prospective female elementary teachers and their training at junior colleges in the Kingdom of Saudi Arabia." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293616.
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Albaiz, Najla E. "Examining Kindergarten Teachers' Beliefs about and Implementation of School, Family, and Community Partnerships in Saudi Arabia." Thesis, The University of Alabama at Birmingham, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787076.
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The research examined kindergarten teachers’ beliefs and implementation of school, family, and community partnerships (SFCPs) in Riyadh City, Saudi Arabia. It used Epstein’s model of SFCPs including the following practices: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Two strands were employed: the quantitative obtained teachers’ beliefs and implementation of the SFCP practices by surveying a sample of 266 teachers from 126 public kindergartens. The follow up qualitative strand included a purposeful sample of 12 teachers to explore their experiences with SFCPs within three different social and economic areas (SEAs): High, middle, and low SEAs.
Two-way Multiple Analysis of Variance (MANOVA) and chi-square tests were used to analyze teachers’ response to the survey. Thematic analysis was used to analyze teachers’ responses the follow-up interviews. The results revealed that there were no significant associations between teachers regarding to their years of experience or different teaching areas in terms of their beliefs about or implementation of SFCPs. The teachers believed that all of the six practices were important but gave slightly differences priorities to them. For the implementation of the practices, learning at home ranked the highest of the implementation, 74% of the study sample implemented this practice between once a semester to a weekly basis. For parenting and communication practices, over 50% of the sample implemented these practices between several times a semester to weekly. Collaborating with the community, volunteering, and decision-making were the lowest in implementation. More than half of the participants (49%, 60%, and 66% respectively) never implemented any of them.
The interviews analysis provided four main themes; partnerships knowledge, establishing partnerships need, partnership obstacles, and partnerships enhancement. The result showed that not all teachers acknowledged the six practices. They provided different stories to show the need (or not) of specific practices. The interviews focused on teachers’ experiences and highlighted many of the barriers that weakened the partnerships and emphasized the need to enhance these partnerships. This enhancement should be from different levels and parties, including but not limited to the teachers, co-workers, families, Ministry of Education, and the community.
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Alquraini, Turki Abdullah. "Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.
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Al-Asmari, Ali M. "The use of the internet among EFL teachers at the Colleges of Technology in Saudi Arabia." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1119089945.
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Alsufyani, Muhammad. "English as a Foreign Language Teachers' Perspectives of The New Curriculum Training in Taif, Saudi Arabia." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467210940.
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Alqahtani, Norah Mohammed. "Main Priorities of Quality Factors for Effective Female Teachers in Girls' Secondary Schools in Saudi Arabia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/381368.
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In the past few years much has been written about quality teaching, but since quality is difficult to measure there has not been a clear set of criteria to quantify it satisfactorily (Cavanagh, Reynolds, MacNeill, & Romanoski, 2004). In relation to quality education, researchers agree that no factor is more powerful than the teacher. Therefore, ‘quality education’ is a contentious term and it is not determined by just one single factor, but rather a confluence of many factors affecting and influencing issues of quality such as teachers quality. Further, the importance of effective and quality teaching is deemed to be found in the way teachers support student learning. The qualities and practices effective teachers utilise in the classroom increase student learning opportunities, and there is a perceived nexus between quality, effectiveness and student achievement.
Tucker (2012) indicates that stakeholders in developed countries agree that the quality of a country’s teachers is the key to high student achievement. Moreover, a Trends in International Mathematics and Science Study report (TIMSS), which compared Arabian Gulf countries to the international mean of USA student achievements in mathematics and science (Martin, Mullis, Foy, & Olson, 2007), indicated that student achievement in the Gulf countries was low and the report attributed this result to the quality of the teaching in the region. Therefore, educational policy makers in the Gulf States have responded to this low performance by focusing on teacher quality as the main factor for educational reform. As a result, the Gulf States have adopted global educational agendas for teacher standards and empirical measures of teacher quality. In the case of Saudi Arabia, much wealth is spent in the education sector but it is vital that these funds focus on the development of teachers. Nevertheless, Saudi Arabia is currently experiencing vigorous debate on the quality of its teaching and learning which means that educational development still needs to pursued. Therefore, as a response to the low student achievement which was shown in the TIMSS, this study examined the qualities demonstrated by effective teachers in the Saudi Arabian context.
This study is unique in Saudi Arabia as it is the first to focus on teacher quality in the classroom in order to help educational reform. The purpose of this study was to investigate and identify the most powerful and essential quality factors for effective female teachers in girls’ secondary schools in Saudi Arabia. Stronge's (2007) meta-review of the qualities of effective teachers served as the framework for the study.
Based on this framework, two questionnaires were developed and distributed among female teachers (general and experts) in the capital city of Saudi Arabia, Riyadh. General teachers validated the framework factors and expert teachers ranked those validated factors from the most important to the least important. The data were analysed in order to confirm and refine the identified structure of the model construct. The expert teacher questionnaire data was analysed using the Analytical Hierarchy Process (AHP) (Saaty in 1980). The findings of this study revealed 13 priority factors which perceived to enhance Saudi female teachers in girls’ secondary schools. The 13 factors that emerged were: Caring; Fairness and Respect; Interaction with Students; Enthusiasm and Motivation; Dedication to Teaching; Reflective Practice; Classroom Management; Classroom Organization; Disciplining Students; Time Allocation; Teachers’ Expectations; Planning for Instructional; and, Instructional Strategies. In addition, the two questionnaires had an open-ended question which provided two additional factors that the Saudi female teachers believed were an effective quality factors in the Saudi context. Those additional factors were Attending Teacher Workshops and Training, and Using a Variety of Technology in the classroom. Moreover, each factor was also supported from the perspective of the participants, which were written in the open-ended question or gathered during the questionnaire distribution as a verbal talking, to give this study more detailed and reliable information. In conclusion, this study provides some recommendations to the Ministry of Education, Saudi female teachers in the girls secondary schools, and for future research in chapter 8.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Algahtani, Faris. "An exploration of special education teachers' practices in a preschool intellectual disability centre in Saudi Arabia." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17799/.
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Exploration of special educational teachers’ practices in a centre for children with intellectual disabilities in Saudi Arabia has been shown to be influenced by the Islamic and Arab context together with differing understandings of disability and American-influenced treatments of what are seen as inappropriate behaviours. This study explores teachers’ practices together with their perceptions of the challenges and barriers they face, and strategies they consider could improve the delivery of services for the children they work with. In this interpretive qualitative study, data collected from semi-structured interviews with fifteen teachers in a single centre are presented under the three main research questions. Teachers emphasised the importance of correcting behaviour as a prerequisite for more academic learning, with some acknowledgement of a child’s need for freedom. The findings indicate that provision for children with intellectual disabilities is informed mainly by Islamic teachings and American methods. The principal methods adopted from America are behaviourally based: TEACCH (Treatment and Education of Autistic and Communication related handicapped Children), which emphasises structure in the physical environment, schedules and methods of teaching tasks and skills; and ABA (Applied Behaviour Analysis), which aims to improve behaviours and skills by focusing on detailed breakdown and teaching of task components and rewarding desired behaviours with positive reinforcement. Future improvements require certain key issues to be addressed, especially professional development and staff support for special needs teachers, links between special and mainstream teaching, and collaboration with parents and colleagues. The thesis concludes by proposing that future improvements would be secured by the adoption of a more child-centred approach which benefits from constructivist teaching methods and which may be more suited to an Islamic approach to childhood.
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Alasim, Khalid Nasser. "Teachers’ Attitudes towards the Inclusion of Students Who are Hard of Hearing in Elementary Schools in Saudi Arabia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150296502969686.
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Mousa, Rabab Mohammed. "MATHEMATICS TEACHERS’ READINESS AND ATTITUDES TOWARD IMPLEMENTING INTEGRATED STEM EDUCATION IN SAUDI ARABIA: A MIXED METHODS STUDY." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1317.
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The purpose of this explanatory sequential mixed-methods study is to identify and describe the readiness of female Saudi mathematics teachers in the areas of subject matter knowledge and pedagogical content knowledge to integrate STEM disciplines. The study also examines mathematics teachers’ attitudes and obstacles in implementing STEM education. The sample consisted of 98 female mathematics teachers for the quantitative phase and 6 for the qualitative phase in Jeddah, Saudi Arabia. The findings revealed that Saudi female middle school mathematics teachers appeared to have extensive pedagogical knowledge and an average level of subject matter knowledge but they needed systematic support, such as training courses or professional development programs, to be able to implement integrated STEM education in their classes. Most of the participants also showed a positive attitude toward integrated STEM education and its implementation. The qualitative findings confirmed and explained the quantitative findings. Additionally, participants believed that teachers’ knowledge, preparation, motivation, and professional development in integrated STEM education as well as school setting were the most important obstacles that challenged the implementation of integrated STEM education. Based on the results, I recommend an integrated STEM education degree to prepare future STEM teachers and start an awareness campaign to educate people about STEM literacy and its importance for the country’s future.
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Al-Mohaissin, Ibrahim Abdullah. "Introducing computers into secondary school science teaching in Saudi Arabia : teachers' views, some problems and possible solutions." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:5385.
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The main aims of the study were to investigate the possibility of introducing computers for science teaching into Saudi Arabian secondary education, to identify problems which might attend their introduction, and to suggest possible solutions. A preliminary study was carried out in March and April 1991. Interview schedules were used to interview 17 science teachers, 7 computer studies teachers and 3 trainers. The findings of this study were used to confirm the structure and scope of the main study. The main study was carried out between January and April 1992. 266 science teachers (ST), 15 science advisors (STA), 16 science teacher trainers (STT), and 38 computer studies teachers (CST) were included in the study. Each of the four samples showed strongly favourable attitudes toward the introduction of computers into the science classroom. On the other hand lack of awareness about using computers to aid science teaching was detected among the three science samples. The findings of STs showed that the ownership of a personal computer (PC) is the strongest related variable to attitudes toward the introduction of computers into science teaching. Other variables significantly related to most of the scales and factors, included length of experience, and computer knowledge. Few science teachers' activities show significant relationships with their attitudes generally. The findings of STTs showed that the ownership of PC and knowledge about wordprocessors in teaching were significantly related to attitudes. Little relationship between computer knowledge and attitudes was found. No significant relationships were found between any variable and attitudes for both STAs and CSTs samples. The final two chapters conclude with some problems facing the introduction of computers into Saudi Arabian secondary school science teaching, with suggestions for proposed course-design for science teachers, science teacher trainees and science trainers. Some other features related to teachers' computer training are also covered.
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Boqlah, Al-Sayed A. S. "Training needs of teachers in mainstream primary schools in Saudi Arabia in relation to pupils with SEN." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:3542.
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This study explores perceptions of the competencies of Saudi primary school teachers, and their training needs, to teach pupils with special educational needs in mainstream classes, in the light of the recent trend to inclusion. The research was carried out in the Madinah district in Western Saudi Arabia.A questionnaire was developed by the researcher, based on an extensive review of the competency literature, to survey teachers' perceptions. Of 180 copies distributed to teachers in six boys' primary schools, with different kinds of inclusion arrangement (resource room, special programme for learning difficulties, and no special provision), 175 (97%) were returned. The questionnaire data were complemented by qualitative information obtained through semi-structured interviews with 19 teachers, selected from among the questionnaire respondents; 11 teacher trainers from Riyadh University - the only one in the Kingdom that provides courses in special education - and 11 educational supervisors responsible for inspecting and advising teachers in the Madinah district. The findings revealed that only 10 teachers had received any pre-service training in relation to SEN, and only 3 had received in-service training. Moreover, most educational supervisors had little or no training and experience in regard to SEN. Teachers generally lacked confidence in their competencies across all the dimensions investigated, with the exception of personal skills. They expressed needs for training to recognise children with SEN, and support and advice in practical aspects of teaching them. Their perceptions did not, in general, vary with their personal characteristics, or with school inclusion arrangements. Based on the findings, it is recommended that preservice training programmes be modified to include knowledge and skills related to SEN; and that opportunities be made available for continuing professional development and on-going consultancy support, as necessary components of responsible inclusion.
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Alhasan, Naeema Abdulrahman. "Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34558.
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Peer tutoring has become well-established in higher education and, with growing interest in peer learning, has started to gain popularity at school level with evident success in a range of settings and subject areas. Specific implementations such as PALS have become commercial successes based on offering attainment gains and social outcomes while reducing teacher workload. However, the impact on children with special educational needs is variable and there remains a lack of consensus on how PALS can affect performance for such students. Similarly, while there are some studies in the Middle East, the supporting literature for peer-tutoring and PALS is highly Western-centric and relies on adoption of constructivist principles in the wider classroom. Such values are uncommon in the Middle East, with the dominance of traditional values presenting a significant barrier to pedagogical innovation in Saudi Arabia. This study is therefore a timely exploration of how peer-tutoring can integrate with a group’s existing traditional pedagogical beliefs, engaging them in more active learning. The study used a mixed methods design to look at three main aspects of the PALS provision: the effectiveness of teacher training as preparation for leading peer tutoring, how fully was the Maths PALS programme implemented, and the impact on students with special educational needs in terms of a range of mathematics attainment and social outcomes. A 3-month intervention model is used to generate comparisons between an intervention and control pupils, helping to locate this study in the context of other quantitative research from Western countries. This is supported by qualitative data looking at the experiences of staff and students to better understand the specific experience of trying such a novel approach in a Saudi Arabian context. It is argued that attainment progress was satisfactory when considered alongside the substantial social progress, suggesting that peer tutoring has the potential to be a long-term learning strategy and, perhaps more importantly, can open the door to Saudi Arabia developing more purposeful and collaborative learning environments. The age grouping common in Saudi Arabia, spanning a much greater age range than is common in other countries, also offers insight into what makes cross-age peer tutoring effective and suggests that measuring progress in such situations requires more advanced statistical techniques. It is also shown that trainee teachers can be efficiently trained in using PALS and highly rate its impact, indicating that teacher training could be a valuable launchpad for pedagogical innovation in Saudi Arabia.
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Alghamdi, Azzah Hamed D. "Teachers in Tatweer primary schools in Saudi Arabia and interactive white boards : towards a professional development model." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12985/.
Full textAbstract:
This study investigates the use of the Interactive White Boards (IWBs) in primary schools that participated in the Tatweer project in the city of Jeddah in Saudi Arabia. It presents teachers' attitudes towards using IWBs, evaluates their approaches in using this technology in classrooms, identifies the problems they encounter, and recognises their IWB training needs. It is a quantitative-dominant mixed method research study that mainly used a sequential explanatory strategy. 587 teachers (301 females and 286 males) completed a self-report questionnaire specially designed for this study, but also drawing on earlier research. Twenty teachers (10 female and ten male) were interviewed, of these seven female teachers were also observed teaching in their classrooms or the learning resources rooms. The TPACK model (Mishra and Koehler, 2006) and the CBAM Levels of Use (LoU) (Hall and Hord, 2006) were used in this study. The findings of this study indicated that teachers within the sample reported a high level of the positive attitudes towards using IWBs in their classrooms. However, the majority of teachers reported that they used IWBs infrequently and only with a few interactive features, indicating that their choices were limited by their current technical capability. Moreover, they presented only a basic knowledge of pedagogy because they mainly used IWBs for whole class teaching. They occasionally varied this, such as when groups of students used the boards. Consequently, most teachers showed a limited range of IWBs use in their classrooms. However, in this study, teachers' experience in using IWBs and the opportunity to receive training were the two important factors to determine teachers' capability in using IWBs. The top three difficulties reported by teachers in this study when using IWBs were the lack of training courses, technical problems, and the lack of assistance and support, which had important effects on their skills and their satisfaction about their level of training. Hence, they tended to depend on themselves or their colleagues to improve their capabilities. Gender differences between male and female teachers were also investigated in this study. These findings were used to design a Proposed Training Model for Teachers (PTMT) to help the transition of new technologies (including IWBs) into Tatweer schools. Theoretical and practical implications arising from this study, limitations, recommendations for improvement, and suggestions for future research are also presented.
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Al, Ghamdi Khalid A. M. "Can an ICT CPD programme have an impact on EFL teachers in Saudi Arabia : a case study." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/76210/.
Full textAbstract:
This study describes the design and evaluation of an in-service professional development program (CPD) to enable teachers of English as a foreign language (EFL) in Saudi Arabia (SA) to develop their use of information communication technology (ICT) in their teaching. The study covered two interventions, one in an English language teaching department in a higher education (HE) institute in SA, the other a secondary school in which English is taught as a compulsory subject in SA. The overarching aim of this study is to evaluate how ICT CPD could have an impact on university and school EFL teachers’ attitudes, knowledge, and behaviour towards the use of ICT in their teaching. The thesis reports on the two rounds of ICT CPD design, implementation, and evaluation. The design phase includes needs analysis questionnaires (n=28) and pre-course interviews (n=14), leading to an online intervention in which a four-level reflective model was adapted to introduce a triggering event that leads to a reflection on practise, which leads to construction of meaning through an integration process and finally the ability of making resolutions of the knowledge constructed. Evaluation of both cases was carried out through during and post course interviews (n=26), online observations (n=5), and post course group discussions (n=12). The thesis describes a bottom-up design of ICT CPD, in which the idea of teachers’ technological pedagogical content knowledge (TPACK) was influential. The ICT CPD was largely well perceived, but its impact was mixed in both contexts. As regards to take up of ICT, three user patterns emerged. Optimistic users tended to value the use of ICT in their teaching and experimented with almost all of the tools/applications presented in the training and were able to adapt some of the tools/applications in their teaching. Cautiously optimistic users saw the value of using technology in their teaching but were tentatively cautious and adopted a relatively smaller number of tools/applications. Sceptical users tended to be reluctant about using technology in their teaching and experimented with only a few of the tools/applications presented. In terms of the overall evaluation of the initiative, it was found that almost all of the participants had reported positively on the general design, online delivery, and content presented. Working hours and commitment were seen as barriers to face-to-face CPD in both contexts. Contextual barriers to ICT use covered class size, students’ language levels, and access in the university context; whereas class time, facilities, and support were seen as barriers in the school context. Also, casual, intervening and contextual conditions shaped teachers’ use of ICT. This research contributes to the field of ICT CPD studies in that it addresses the issue of whether ICT CPD interventions can have an impact on teaching practice. It sheds light on the under researched area of ICT use in SA. It covers a context where access to facilities and teachers’ competence are taken for granted and teachers are expected to use technology in their teaching. It further contributes to an understanding of the design of ICT CPD.
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Abahussain, Majed Othman. "Implementing communicative language teaching method in Saudi Arabia : challenges faced by formative year teachers in state schools." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24166.
Full textAbstract:
The demand for using the English language as a means of communication has increased substantially around the world because of its status as the language of globalisation, international communication, trade, media, and research (Flowerdew and Peacock 2001). The Saudi Ministry of Education (MoE) has considered this demand and taken significant steps to reform the teaching of English as a Foreign Language (TEFL) in the Kingdom of Saudi Arabia (KSA). For example, the aims of and documentation for the TEFL curriculum have been modified to focus on the four basic language skills and to promote students’ communicative competence. However, despite all these efforts, there has been little progress in the area of TEFL in KSA. Classroom teaching practices are still devoted to secondary purposes, such as teaching grammar, translating literary texts, memorisation, rote learning, and preparing for summative exams. This reality may indicate an incompatibility between the government’s efforts to develop TEFL and the practices used by English language teachers in their classes. This incompatibility, however, may also suggest that English language teachers have their own reasons for not teaching English for communicative purposes and are incapable of implementing innovative teaching methods, such as the Communicative Language Teaching approach (CLT). This study therefore explores the challenges faced by Saudi English teachers (SETs) in their teaching practice that might prevent them from teaching for communicative purposes and implementing CLT in their classes. In order to meet this objective, data obtained from interviews, questionnaires and documents were analysed and classified into various categories. The key findings revealed that the current methodological practices of SETs are traditional teaching methods that stress the dominant role of teachers, marginalise students’ interactions, focus on discrete skills, and encourage competitive rather than cooperative learning. Furthermore, by using CHAT theory as a framework, the study explored a range of challenges that SETs face when the implementing CLT. These challenges stem from the individual and contextual levels of SETs’ teaching practice. At the individual level, it emerged that SETs had some misconceptions about some of the main features of CLT, and were not sufficiently confident to run communicative classes and adopt CLT in their teaching practice. The data, moreover, suggested that these shortcomings were a result of the SETs’ pedagogical and linguistic preparation in their pre-service programmes. At the contextual level, the study data suggested that there were two main types of constraint that challenge SETs in terms of teaching for communicative purposes and applying CLT in their teaching practice. Firstly, there were institutional and situational factors (for example the quality of the in-service training programme, examination purposes and classroom structure), and, secondly, socio-cultural factors (such as the traditional view of education, and the status of the English language in the Saudi context) that seemed to be incompatible with teaching English for communicative purposes. The study concludes with recommendations that aim to help improve the current situation of TEFL in KSA. For example, ending the isolation between the key parties involved in EFL teaching and learning in the Saudi context is very important, and changes to pre-service and in-service programmes, as well as at the contextual levels, are also essential.
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Almakhalid, Khalid Abdu. "Primary teachers' attitudes and knowledge regarding gifted pupils and their education in the Kingdom of Saudi Arabia." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/primary-teachers-attitudes-and-knowledge-regarding-gifted-pupils-and-their-education-in-the-kingdom-of-saudi-arabia(f9439a9a-e795-4fee-96b1-f2a9ecb19d4f).html.
Full textAbstract:
For many years, concern has been expressed about the quality of gifted education offered around the world. In response to these concerns, many countries, including Saudi Arabia, have introduced gifted education programmes in primary, intermediate and secondary schools. Current international research suggests that the attitude and knowledge of teachers regarding gifted pupils and their education is a key factor that determines the success of such programmes. However, little is known about the success of the Saudi government initiative as there is a dearth of studies that focus on teacher attitudes and knowledge of gifted pupils and their education. The aim of this study is to investigate the attitudes and knowledge, training needs and attitudes towards in-service gifted training programmes of regular teachers (RTs) and gifted programme teachers (GPTs) towards gifted pupils and their education in primary schools in the Kingdom of Saudi Arabia. The researcher has used mixed methods for collecting data obtained from questionnaires distributed to, and semi-structured interviews with, a sample of 233 GPTs and 700 RTs for the questionnaire and 20 GPTs and 20 RTs for the semi-structured interview, both based on a multi-stage sampling technique.The overall findings indicated that both groups of primary teachers held overall ‘slightly’ positive attitudes towards gifted pupils and their education, with higher positive attitudes among GPTs than RTs. However, there were significant differences between RTs and GPTs in overall knowledge and training needs regarding the gifted and gifted education, with higher knowledge in all topics for GPTs and high training needs for RTs in most gifted knowledge topics. In addition, there were significant differences between RTs and GPTs in their attitudes regarding in-service gifted training programmes, with an ‘ambivalent’ attitude level from GPTs and a ‘very negative’ attitude level from RTs. There were significant positive relationships between teacher attitudes and teacher knowledge regarding the gifted and gifted education. The analysis of semi-structured interview data provided evidence of the validity of the questionnaire results and illustrated the reasons behind positive or negative teacher attitudes and high or low teacher knowledge.Based on the findings, the researcher makes several recommendations and offers possible directions for future research.
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Alyami, R. H. "A case study of the Tatweer school system in Saudi Arabia : the perceptions of leaders and teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/59581/.
Full textAbstract:
School reform is a major concern in many countries that seek to improve their educational systems and enhance their performances. In consequence, many global schemes, theories, studies, attempts, and programmes have been introduced to promote education in recent years. Saudi Arabia is one of these countries that implemented educational change by introducing many initiatives. The Tatweer Programme is one of these initiatives and is considered as a major recent reform. The main purpose of this study is to investigate this reform in depth by examining the perceptions and experiences of the Tatweer leaders and teachers to find out which extent they have been enabled to be innovative, and to examine the types of leadership and decision-making that have been undertaken by such schools. This study adopted a qualitative case study that employed interviews, focus groups and documentary analysis. The design of the study has been divided into two phases; the first phase was the feasibility study and the second phase was the main study. The research sample of the feasibility study was head teachers, educational experts and Tatweer Unit’s members. The sample of the main study was three Tatweer schools, Tatweer Unit members and one official of Tatweer Project in Riyadh. The findings of this study identified the level of autonomy in managing the school; the Tatweer schools’ system is semi-autonomous when it comes to the internal management, but it lacks autonomy when it comes to staff appointment, student assessment, and curriculum development. In addition, the managerial work has been distributed through teams and members; the Excellence Team plays a critical role in school effectiveness leading an efficient change. Moreover, Professional Learning Communities have been used to enhance the work within Tatweer schools. Finally the findings show that there have been major shifts in the Tatweer schools’ system; the shifting from centralisation to semi-decentralisation; from the culture of the individual to the culture of community; from the traditional school to one focused on self-evaluation and planning; from management to leadership; and from an isolated school being open to society. These shifts have impacted positively on the attitudes of students, parents and staff.