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1
Eman-Nafa, Aljaghthami, and Noormala Amir Ishak. "Saudi Arabia Women Teachers’ Psychological Capital towards Work Engagement." Journal of International Business, Economics and Entrepreneurship 1, no. 1 (December 31, 2016): 39. http://dx.doi.org/10.24191/jibe.v1i1.14468.
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Education in Saudi Arabia is ranked at number 84 in the Global Competitiveness Report 2016 -2017. In Saudi Arabia, most female teachers work in segregated public or private schools for female students. Through past research, it was reported that in Saudi Arabia, the overall ratio of engaged employees in Saudi Arabia is lesser than the world’s average rate. The study examined the link between psychological capital and work engagement of these women teachers. 414 questionnaires were obtained from Saudi women teachers from three main cities in Saudi Arabia-Jeddah, Riyadh and Dammam. The findings revealed that psychological capital has an influence on work engagement on Saudi women teachers and the Ministry of Education in Saudi needs to invest in further improving and developing their performance towards achieving its education goals and put the country at par with other countries of the same income level and cultural background.
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Ali Alasmari, Mona. "The Attitudes of Public-School Teachers towards E-learning in Saudi Arabia." Arab World English Journal, no. 2 (January 24, 2022): 245–57. http://dx.doi.org/10.24093/awej/covid2.16.
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The COVID-19 pandemic has impacted education in Saudi Arabia. During this crisis, in 2020-2021, public schools in Saudi Arabia began to fully exploit the possibilities of e-learning for the first time by launching the Madrasati Platform. This study aims to investigate the attitudes of Saudi public-school teachers towards e-learning and their views concerning its advantages and disadvantages. A quantitative method involving the use of a Google Form questionnaire was employed. The study collected responses from 202 public-school English teachers from different regions in Saudi Arabia. The results show that the teachers generally had neutral attitudes towards e-learning, positive views of its advantages, and neutral opinions about its disadvantages. The researcher recommends that more studies explore teachers’ attitudes in different fields and the advantages and disadvantages of e-learning in each region of Saudi Arabia. The results of this research are important for both teachers and educational stakeholders in Saudi Arabia in terms of further developing the e-learning process in the future.
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Shafi, Adil. "The Changing Contours of Saudi Arabia: Mohammed bin Salman and the Paradox of Saudi Reforms." Insight Turkey 23, Summer 2021 (September 20, 2021): 253–61. http://dx.doi.org/10.25253/99.2021233.13.
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This review article aims to provide broader nuances about Saudi Arabia amid the rapid developments taking place in the Middle East in general and Saudi Arabia in particular, following the rise of Crown Prince Mohammed bin Salman (MBS). This article begins with Salman’s Legacy, edited by Madawi al-Rasheed, and subsequently, takes up Madawi al-Rasheed’s The Son King and Ben Hubbard’s biography of MBS. It provides a brief summary of the books under review and analyzes their different themes while critically examining their prevailing shortcomings. The rise of MBS has brought about visible changes, not only in the political body of Saudi Arabia but in the wider Arab world as well. Salman’s Legacy: The Dilemmas of a New Era in Saudi Arabia, edited by Madawi al-Rasheed, seeks to highlight these challenges and provide a broad overview of Saudi Arabia, ranging from domestic affairs to foreign affairs and exploring the factors that drive the Saudi regime.
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Al-Jarf, Reima. "Teachers' Online Discussion Forums In Saudi Arabia." i-manager's Journal of Educational Technology 3, no. 2 (September 15, 2006): 49–54. http://dx.doi.org/10.26634/jet.3.2.732.
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AlSehli, Lujain Jaza. "The Perceptions of Saudi English Teachers about their Contribution to the Development of English Curriculum in Saudi Arabia." Language Teaching 1, no. 1 (May 25, 2021): p42. http://dx.doi.org/10.30560/lt.v1n1p42.
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The current research investigated the perceptions of Saudi English teachers about their contribution to the development of English curriculum with the Ministry of Education (MOE). Also, this research sought to know the role of Saudi English teachers in developing English curriculum in Saudi Arabia. To obtain teachers’ perceptions, an online questionnaire was designed via google forms with open and close-ended questions along with a Likert scale section. It was shared with the Saudi Faculty of English account on Twitter. The major cause of conducting this research was to raise the awareness of including Saudi English teachers in developing English curriculum, and to make this process as a collaborative effort among various stakeholders and English teachers. The findings indicated the absent role of Saudi teachers and the lack of their involvement in developing English curriculum in Saudi Arabia. Moreover, the results showed their willingness to participate and be part of this process.
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Alzahrani, Mohammed Abdullah A. "Teachers’ Knowledge of Diabetes and Attitudes towards Diabetic Students in the Primary Schools in Al Baha City in Saudi Arabia." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 156. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.156.
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The lifestyle in Saudi Arabia has changed significantly during the last few decades since oil was discovered in 1938. This discovery led to an economic revolution in Saudi Arabia. However, this resulted in people changing their eating habits, which included eating fast food due to their new work responsibilities. Therefore, some chronic diseases such as diabetes, which is one of the most widespread chronic diseases in Saudi Arabia, became more common. This study aims to investigate teachers’ attitudes towards diabetic pupils and teachers’ knowledge of diabetes as a chronic disease in governmental primary schools in a city in the Kingdom of Saudi Arabia. It is a survey-based research study of the attitudes and teachers’ knowledge of diabetes and the research used a quantitative methodology to answer the research questions. The sample of the study consisted of 59 teachers in the governmental primary male schools with mixed background variables of, for example, majors, teaching experiences, and levels of education. The study used a questionnaire in order to achieve research questions. It included two scales: the teachers’ knowledge of diabetes and an attitude scale towards diabetic students as well as the items of these two-scale knowledge tests and attitude scale developed by the researcher. The findings demonstrate that there was not a statistical difference between the teachers’ knowledge test and their six different majors. On the other hand, the teaching experience had a positive impact on teachers’ attitude towards diabetic students. Although the negative correlation between teachers’ knowledge of diabetes and their attitude towards diabetic students was small, this value could still suggest a negative correlation. The current study can lead to increased awareness of teachers and educational policy-makers to take into consideration training teachers in some common chronic diseases such as diabetes in the Kingdom of Saudi Arabia.
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Elsayed, Sabah Abdalla, and Khamisah Saad Abdul Aziz Al-Abbad. "Investigation of Creative Teaching for High School Mathematics Teachers in Saudi Arabia." International Education Studies 16, no. 1 (January 8, 2023): 54. http://dx.doi.org/10.5539/ies.v16n1p54.
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This study examined the creative teaching for high school mathematics teachers in Saudi Arabia. The original data set included 200 teachers in high public schools in the province of Dammam, Saudi Arabia. The researcher also prepared a creative teaching questionnaire for mathematics teachers in high schools and a qualitative analysis method was employed to analyze the data. The results showed that the items on the questionnaire on creative practices ranged between (3–4.23) with a general average value (3.16) and a standard deviation (0.192), which indicated a median level of creative practice among the high school mathematics teachers in Saudi Arabia. This study suggested that it should be better to prepare training programs for mathematics teachers to acquire creative teaching skills and make them more aware of the importance of creative teaching in their classes.
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Alsalim, Layla. "Using Patterns-of-Participation Approach to Understand High School Mathematics Teachers’ Classroom Practice in Saudi Arabia." World Journal of Education 9, no. 1 (January 18, 2019): 1. http://dx.doi.org/10.5430/wje.v9n1p1.
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During the past decade, the Saudi Arabian education system has undergone major changes. Government agenciesinvolved in education have introduced new policies, standards, programs, and curricula. The focus of this research is todescribe and understand high school mathematics teachers’ current practices in Saudi Arabia. This research includesthree cases of teachers currently teaching high school mathematics in Saudi Arabia. Using the Patterns of Participationconcept (PoP) as the main framework, I identified some of the significant practices, or figured worlds, from theteachers’ sense of their practices. Some of the figured worlds that emerged are mathematics, the textbook, reform, andresponsibility for students’ achievement. Mathematics, as it has always been, remains an influential figured world formathematics teachers. Reform and the textbook are becoming as influential because of the current changes in theeducation system in Saudi Arabia. While some participant teachers are developing a new understanding of whatmathematics is and what it means to teach it, they also indicated that they are mostly still using traditional teachingstrategies rather than reform teaching strategies
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Alomiear, Maha Ibrahim, and Ahmed Mubarak Alreshidi. "Teachers’ Characteristics and their Effect on Students’ Mathematical Achievement in the 4th grade: A Comparative Study between Saudi Arabia and the United States of America according to (TIMSS 2019)." International Journal of research in Educational Sciences 5, no. 1 (January 1, 2022): 91–128. http://dx.doi.org/10.29009/ijres.5.1.3.
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The study aims to investigate some characteristics of fourth-grade mathematics teachers in Saudi Arabia and the United States of America, which may affect students’ mathematical achievement. Thus, the research utilized fourth-grade students’ data, as the average score of students was (398) compared to (535) in the Unites States. Post fact design was used with a sample of (4174) students and (170) teachers in Saudi Arabia, and (8353) students and (451) teachers in the United States. Result indicated that teacher’s gender, age, educational level, and qualification are significant variables that impact mathematical achievement in Saudi Arabia. Results also showed that teachers’ years of experience, hours of professional development spent by the teacher during the past two years, and teacher gender are significant variable which impact students’ mathematical achievement in America. As for the teachers’ gender, findings showed significant differences were in favor of students taught by female teachers in both countries.
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Syed, Azeem Mohammad, Nadeem Akhtar, and Ghulam Mustafa Mir. "Perceived Stress and Coping Strategies among Expatriate Teachers in Saudi Arabia." Academic Journal of Social Sciences (AJSS ) 4, no. 2 (June 25, 2020): 208–30. http://dx.doi.org/10.54692/ajss.2020.04021043.
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This study investigates the perceived level of stressors and coping strategies among the faculty of higher education institutions in Saudi Arabia. The faculty stress index (FSI) and a coping strategies questionnaire were used for the collection of data from faculty members. The FSI has five subscales. The higher the score on each of the subscales, the greater would be the stress experienced and perceived by the respondents. The coping strategies are subdivided into seven subscales. The data was collected from 100 faculty members from various institutions in Saudi Arabia. The findings reveal that faculty members with different job titles are experiencing varying levels of stress on each subscale. Three groups of faculty, assistant professor, lecturers, and instructors were significantly different on a reward & recognition subscale of FSI and regarding their viewpoints on tenure. Some coping strategies are found related considerably with the FSI subscale score. There are a few similar studies on Saudi Arabia in the health sector only. This study contributes to the literature by providing insight into perceived stress in the Higher education sector of Saudi Arabia.
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Et al., Alghamdi Hamad Abdullah J. "Viewing Mathematics Teachers’ Professional Identity in the Kingdom of Saudi Arabia through the Lens of Social Theory of Learning and Gender Schema Theory." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4307–18. http://dx.doi.org/10.17762/pae.v58i1.1501.
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The purpose of the study is to explore the profile of the professional identity of Mathematics teachers in the Kingdom of Saudi Arabia under the influence of Social Theory of Learning and Gender Schema Theory. The descriptive approach is used in this study. The sample size of this study is 600 secondary Mathematics teachers. This study used an adapted version of the questionnaire designed by Albaqi'i (2014) to profile the Mathematics Teachers' Professional Identity (TPI) of the participants. The findings of the study showed that there is no significant difference of Mathematics TPI in gender wise, but there is significant differences of Mathematics TPI based on teaching experiences and qualifications among the Mathematics teachers in Kingdom of Saudi Arabia.The finding of the profile analysis gives some implications to understand how TPI is evolved among Mathematics teachers in the Kingdom of Saudi Arabia through the influences of teaching experience and professional development, which represent by their qualifications. The findings also informed that male and female Mathematics teachers did not perceive their professional identity differently, which suggest that Saudi Arabia culture permit equal participation in building their professional identity
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Abduljawad, Samah. "Male Students’ Perceptions of Being Taught by Female Teachers under the Backdrop of Saudi Cultures and Traditions in ESL Classrooms." Arab World English Journal 13, no. 4 (December 15, 2022): 215–36. http://dx.doi.org/10.24093/awej/vol13no4.14.
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The study aims to investigate the perceptions of male students of being taught by female English Second Language (ESL) teachers and examine the efficiency of instructors in teaching English to male students under the restrictions of Saudi customs. Teaching male students of the opposite gender to whom they have not been exposed to prepared before in Saudi Arabia might have an impact on their feelings which may deter them from learning ESL successfully. Therefore, the study aims to answer the main research question; what are the male students’ perceptions of being taught by female ESL teachers in Saudi Arabia? The researcher employed a mixed-method design: A quantitative method, which consists of an ESL test and a 20-item questionnaire, which were distributed among ninety male students in Saudi Arabia to determine their language competence and feelings towards the opposite gender, and a qualitative method, which consists of semi-structured interviews with six ESL teachers and six learners. The study highlights the fact; although teaching male students to females in Saudi Arabia has slightly an impact on their feelings, such as feeling shy and not accepting of them, it does not negatively affect the learning of a second language. However, the efficiency of teaching ESL is the most considerable from the student’s perspective. The outcome of the study can essentially contribute to the development of learning ESL in the Saudi context; it demonstrates some barriers that female ESL teachers face in male classes and highlights some strategies to help female teachers easily interact with male students.
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Aseery, Fahad, and Ali Alasmari. "Inclusion of Deaf and Hard of Hearing Students in Saudi Arabia: A Study of the Perceptions of Teachers." American Annals of the Deaf 168, no. 4 (September 2023): 137–56. http://dx.doi.org/10.1353/aad.2023.a922848.
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Abstract: The researchers investigated how teachers perceive the inclusion of deaf and hard of hearing (D/hh) students in mainstream classrooms in Saudi Arabia. They also examined how teachers' perception of this inclusion is influenced by their position (as a teacher in special or mainstream education). The researchers collected 196 teacher responses using an existing online survey (partly open-ended). They found that, overall, teachers in Saudi Arabia had slightly negative perceptions of teaching D/hh students in mainstream classrooms. But their teaching position did not seem to influence their perceptions. The researchers recommend that efforts be made to reduce negative perceptions of inclusion as a teaching practice in Saudi Arabia. Teachers working with D/hh children in mainstream schools should receive enough training to work successfully with these students. Awareness should be raised of inclusion's benefits and how inclusion differs from mainstream education.
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Alqahtani, Abdullah. "The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study." English Language Teaching 14, no. 11 (October 13, 2021): 24. http://dx.doi.org/10.5539/elt.v14n11p24.
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Despite teaching English language in Saudi Arabia for 6 decades, yet the outcomes are unsatisfactory. In this article, the lack of qualified English teachers in Saudi Arabia is the main reason for causing that issue. To address the issue, this study attempts to understand how untrained teachers have a negative influence on students' performance and competence. Unstructured interviews were conducted with students from two Saudi schools to reflect on the problems and obstacles that Saudi pupils encounter as a result of their incompetent instructors. Instead of interviewing instructors, we interviewed students to know the strategies, methods, and techniques employed by their teachers, which resulted in their incapacity to improve. According to the participants, the majority of English teachers in Saudi schools speak Arabic in English lessons rather than English. They also employ traditional approaches such as the teacher-centered method. They educate and explain in English, but when they reach a major obstacle, they immediately switch to Arabic as an efficient option. The study's findings highlight the necessity of having trained teachers to teach English in EFL programs in Saudi Arabia. The study's objective is to demonstrate that instructors are at the heart of the issues that affecting students' growth and how to assist them to overcome those problems.
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Hanif, Hira. "Spoken Error Correction Practices and Beliefs of EFL University Teachers in Saudi Arabia." Indonesian TESOL Journal 3, no. 1 (March 31, 2021): 68–75. http://dx.doi.org/10.24256/itj.v3i1.1739.
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Despite the wealth of knowledge in the field of oral corrective feedback, empirical evidence is still scarce regarding the EFL teachers’ OCF perceptions and practices in Saudi Arabian context. This study therefore, sought to gain an understanding of teachers’ use of oral corrective feedback (OCF) in the Saudi Arabian EFL context. The following two questions guided the study: 1) According to teachers, what are the methods/strategies by which they provide oral corrective feedback (OCF) in the Saudi Arabian EFL context? 2) Is the teachers’ oral corrective behaviour in this context informed by the research? For this purpose, a short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. The research paper suggests that the OCF practices of EFL teachers in Saudi are mostly inline with the research.
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Yasin, Hala Mohammed, Pilar Isla Pera, Alaa Fouad Mujallad, and Carmen López Matheu. "Perception of School Nurses in Saudi Arabia." Journal of medical and pharmaceutical sciences 7, no. 3 (September 29, 2023): 23–28. http://dx.doi.org/10.26389/ajsrp.a150323.
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In Saudi Arabia, the school nurse exists only in private schools. The aim of this qualitative study is to identify the factors that hinder the implantation of a school nurse figure in Jeddah, Saudi Arabia through exploring the perspectives of 21 participants including directors, teachers, and parents about the school nurses, and find out what they think about the role of the nurse in a school environment using in-depth individual interviews method. The findings confirmed the need for school nurse in both private and public schools in Saudi Arabia. All the information considers that the school nurse has a positive impact on students, teachers, and families. The problems that hinder the inclusion of the school nurse in public schools are structural.
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Maashi, Khalid Mohammed, Sarika Kewalramani, and Saleh Abdullah Alabdulkareem. "Sustainable professional development for STEM teachers in Saudi Arabia." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (November 2, 2022): em2189. http://dx.doi.org/10.29333/ejmste/12597.
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This paper responds to the call for the need to develop professional development practices for leaders, supervisors, teachers, and student guidance within the framework of international standards, particularly in line with the Kingdom of Saudi Arabia’s (KSA) vision 2030 (KSA, 2019). The current study aims to identify the obstacles and challenges for implementing sustainable professional development methods for teachers in KSA, who had participated in a ten-month Australian cross-national STEM professional development program. In addition, the teachers also participated in an immersion in Australian schools that lasted for 11 months. This paper reports on a sample of 22 male and female teachers coming from primary and secondary KSA schooling contexts. The participating teachers in the study were those who had participated in the Australian STEM immersion professional learning program in 2019-2020. Drawing from previous studies (Ermeling & Yarbo, 2016; Greene, 2015; Kayi-Aydar & Goering, 2019; Piqueras & Achiam, 2019), we have proposed a framework involving four methods for sustainable professional development for STEM teachers: professional learning communities, communities of practice, action research, and the outside expert. A mixed-methods research design was applied including three methods: individual interviews, open-ended questions to identify the proposed plan of STEM teachers’ implementation of the sustainable professional development methods. Also, a questionnaire to identify obstacles to the implementation of sustainable professional development methods from the viewpoint of STEM teachers was also employed. The results showed that the most prominent obstacles to the implementation of the sustainable professional development methods by STEM teachers in the Saudi educational system where there is no coordination in the school meetings schedule for the members of the professional learning STEM education community, there is no clear plan for communities of practice of STEM education, teachers’ overload teaching duties, lack of coordination between schools to benefit from STEM experts. Implications of our study reside in developing teachers’ ongoing STEM professional development opportunities through execution of a sustainable model of collaborative teacher communities in KSA. Suggestions for curriculum stakeholders and administrator’s coordination and supporting teachers’ ongoing participation and implementation of professional development programs are discussed.
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Ahmed, Mahdi Aben. "Investigating Saudi EFL University Teachers' Knowledge in Adopting Learning-Oriented Assessment." World Journal of English Language 13, no. 1 (November 28, 2022): 121. http://dx.doi.org/10.5430/wjel.v13n1p121.
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As fairness is one of the crucial dimensions of quality assessment in classroom practices, this study aims to address its connection with learning-oriented assessment (LOA) knowledge of English-as-foreign-language (EFL) teachers in Saudi Arabia. In particular, it addresses if LOA principles and procedures are implemented well, they will lead to improved fairness in classroom assessment practices, and relevant steps to ensure that teachers are adequately equipped in such knowledge. The study was conducted on 25 EFL teachers at an academic institution in Saudi Arabia using questionnaire. Results showed that the learning-oriented assessment knowledge of EFL teachers in higher education is poorly implemented and they are not trained towards this in their pre or in-service tenures. Similarly, results showed that the Saudi EFL teachers perceive the need for training on assessment which is learning-oriented. The study makes some pertinent recommendations to enhance the practical and theoretical LOA competence of Saudi EFL teachers.
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Alghamdi, Amani Khalaf, and Ali Tared Al Dossary. "Saudi education postgraduates’ (Trainee teachers’) perspectives on distance education." World Journal on Educational Technology: Current Issues 13, no. 2 (April 30, 2021): 307–21. http://dx.doi.org/10.18844/wjet.v13i2.5715.
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The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master’s degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: “How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?” The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered.
Keywords: Distance education, e-learning, education postgraduates, Saudi Arabia, “Vision 2030”
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Melhem, Tareq. "Efficacy of Teachers’ In‐Service Training for Increasing Their Knowledge of Attention Deficit Hyperactivity Disorder in Eastern Region, Saudi Arabia." International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 295–312. http://dx.doi.org/10.26803/ijlter.19.12.16.
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The study aimed to assess the effectiveness of a training programme in increasing teachers’ knowledge of Attention Deficit Hyperactivity Disorder (ADHD) in the Eastern Region of Saudi Arabia. The sample comprised 124 teachers from schools in the said region, and these teachers were divided into two groups: (1) experimental group with 62 teachers and (2) control group with 62 teachers. The quasi-experimental approach was employed for collecting data; the Cognitive Awareness Scale of ADHD (Melhem, 2020) was also employed. It consists of 37 items distributed into three domains, namely, general knowledge, characteristics and diagnosis and treatment. Results revealed that the effectiveness of the training programme in increasing teachers’ ADHD knowledge was in favour of the experimental group. Moreover, no statistically significant differences were observed in the increase of the levels of ADHD knowledge amongst the teachers in the experimental group due to the variable of teaching experience. That is, the levels of ADHD knowledge of teachers from the experimental group are the same according to their teaching experience. In sum, the training programme significantly increased the levels of ADHD knowledge of teachers from the experimental group. Moreover, educational institutions in Saudi Arabia should include ADHD training programmes in teacher-training curricula in Saudi Arabia.
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Sabah, Saed A., Merfat Fayez, Saeed M. Alshamrani, and Nasser Mansour. "CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS." Journal of Baltic Science Education 13, no. 1 (February 25, 2014): 91–104. http://dx.doi.org/10.33225/jbse/14.13.91.
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This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts. Keywords: continuing professional development, providers’ perception, Saudi Arabia, science and mathematics education.
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Almashyakhi, Ali, and Talal Ali Abozandah. "Factors Determining the Need for LMS in Saudi Arabia." International Journal of Web-Based Learning and Teaching Technologies 18, no. 1 (September 27, 2023): 1–13. http://dx.doi.org/10.4018/ijwltt.330989.
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It is important for Saudi Arabian teachers to develop transformational communication skills so they can communicate information effectively. In the midst of the COVID-19 pandemic, Saudi Arabian teachers played a crucial role in maintaining education activities. The study examined teachers' behavioral intentions regarding the use of learning management systems (Madrasati). UTAUT can be used to determine individuals' technological intentions and behaviors. Descriptive and inferential statistics were calculated from a survey of 100 teachers. Statistically significant correlations were found for dependencies, performance expectations, effort expectations, voluntariness, social influence, and facilitating conditions. Furthermore, there is no significant difference between males and females in behavioral intentions. Additionally, age, experience, and behavioral traits do not contribute significantly to behavioral intention to use Madrasati. Learning management systems are used for a variety of reasons, and this study offers empirical evidence supporting these reasons.
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Galiti, Peli, Nahlah Mandurah, Lai Wong, John Klatt, and Robert Enright. "Teachers’ Views of Forgiveness Education: A Cross-Cultural Examination in Greece and Saudi Arabia." FIRE: Forum for International Research in Education 7, no. 3 (February 10, 2023): 99–116. http://dx.doi.org/10.32865/fire202273273.
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Most research exploring school-based forgiveness education programs focuses on student outcomes. However, some scholars have begun studying teachers’ views of forgiveness. We build on this work by exploring teachers’ views of forgiveness education in Greece and Saudi Arabia. A total of 134 teachers (76 Greek and 58 Saudi) completed a survey asking about the meaning of forgiveness, topics to include in forgiveness education, and benefits and challenges of forgiveness education. We compared responses between Greek teachers with and without experience delivering forgiveness education and between Greek and Saudi teachers. Greek teachers with and without forgiveness education experience had different views of the benefits and practical challenges of forgiveness education. The Greek and Saudi teachers differed in how they understood forgiveness in relation to reconciliation, excusing behavior, mercy, and beliefs about the benefits of forgiveness education for the classroom. Implications for the implementation of forgiveness education and teacher training are discussed.
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Sorour, Noura H. Al, and Mohamed Osman M. El-hussein. "A Suggested Proposal to Develop Distance Learning Programs in Border Schools in the Kingdom of Saudi Arabia." Higher Education Studies 12, no. 1 (January 10, 2022): 60. http://dx.doi.org/10.5539/hes.v12n1p60.
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The aim of this research is to find a proposed vision for developing distance education programs in border schools in the Kingdom of Saudi Arabia, and to explore the reality of the proposed educational programs for developing distance education programs. In order to achieve the research objectives, the descriptive and analytical approach was used for its suitability for this research, as the questionnaire was used as a research tool. The research sample consisted of (150) female teachers from border schools. The results of the research revealed that the reality of female teachers ’practice on distance learning programs in border schools in the Kingdom of Saudi Arabia is central. And that the use of technology is the most important requirement for developing distance education programs in border schools from the Kingdom of Saudi Arabia. The results also showed the achievement of leadership in diversifying and developing teaching and learning methods through the distance education system based on employing modern information and communication technology, equipping schools with all technological equipment, and supporting students with modern equipment and teachers with modern training to achieve the goals of distance education. In light of the results, the research paper presented a proposal for developing distance education programs in border schools in the Kingdom of Saudi Arabia.
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Ahmed Ashi, Hanan. "Attitudes of Teachers toward Media Education in Saudi Arabia." المجلة العربیة لبحوث الاعلام والاتصال 2018, no. 21 (June 1, 2018): 2–11. http://dx.doi.org/10.21608/jkom.2018.108418.
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Gür, Çağla, and Eman Bin Halabi. "Targeting Motivation for Primary School Teachers in Saudi Arabia." International Journal of Innovative Approaches in Education 7, no. 3 (October 11, 2023): 91–113. http://dx.doi.org/10.29329/ijiape.2023.605.1.
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Alqahtani, Mobarak Mohammed. "Factors that impact on the effectiveness of professional development programs for science teachers in Saudi Arabia." International Journal of Research in Education 2, no. 2 (July 30, 2022): 166–86. http://dx.doi.org/10.26877/ijre.v2i2.12072.
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The Saudi Arabian Government has made a substantial investment in reforming the science curriculum in Saudi Arabia. The need for effective professional development (PD) programs is especially crucial in the context of recent curriculum reform in Saudi Arabia. The country has adopted new science curricula following the guidelines of renowned global publishers like McGraw-Hill. However, the introduction of the new science curriculum is posing challenges for science teachers, as it requires a paradigm shift from a teacher-centred to a learner-centred pedagogy. The research for this research involved an in-depth study on the impact of mandatory PD programs on Saudi Arabian science teachers in order to identify potential challenges to achieving the expected level of benefit from the PD programs. This study used a qualitative approach to data collection techniques. through employs three main methods for data collection, observation ,open-ended questionnaire and interview. the most effective professional development programs are likely to be those that address the specific subject matter that relates to the teaching issues faced daily by teachers, rather than those that cover vague and decontextualised educational or pedagogical concepts. Other factors include teachers’ involvement in learning communities, the facilities and resources provided by the school, and individual learning styles. On the other hand, common factor responsible for the failure of professional development programs is that the content covered is not relevant to the teachers’ specific needs. PD programs in Saudi Arabia are mainly focused on quantity instead of quality
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Pacino, Andy, and Faiza Qureshi. "Why Is Saudi Arabia’s EFL Teacher Attrition Rate So High, And What Can Be Done to Stem the Tide of Transient Teachers?" Middle Eastern Journal of Research in Education and Social Sciences 2, no. 4 (November 4, 2021): 37–52. http://dx.doi.org/10.47631/mejress.v2i4.339.
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Purpose: This article is focused on the high attrition rate of English as a Foreign Language (EFL) teachers in the Kingdom of Saudi Arabia. It looks into the possible reasons that cause teachers to leave the country or the profession after spending a short time there, based on data collected from EFL teachers from across the Kingdom. Approach/Methodology/Design: This study used a mixed methods enquiry design, initially carried out through semi-structured interviews in a qualitative manner. Five teachers who worked in various higher education institutes across the Kingdom were interviewed and questioned about various aspects of their professional life as a teacher in the KSA. Those interviews were subsequently analysed to create questionnaires which were then administered to a sample of 20 teachers. The returned questionnaires were analysed and reported in numerical charts for ease of visual clarity. The lower the figure, the less motivation or satisfaction there was in the field. Findings: NEST attrition rates in Saudi Arabia are abnormally high due to a serious lack of cultural training by management and/or provider, poor induction once a teacher arrives in country and culture. NNEST attrition rates are more aligned to professional reasons, as they feel they are treated poorly by comparison with their NEST counterparts: lower wages, fewer promotion opportunities, not being taken as seriously by students and employers, and sudden discontinuance of contracts among the main reasons for NNESTs leaving their posts. Practical Implications: The study makes suggestions as to how teachers’ needs might be addressed in order to reduce the outflow of professional teachers from Saudi Arabia. Originality/value: There is very little continuity in teaching due to large numbers of teachers exiting the Kingdom after a very short period of time. NEST attrition rates in Saudi Arabia are abnormally high due to a number of reasons.
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Klatt, Gosia, Amy Berry, Anne Suryani, Veronica Volkoff, and Hesham Khadawardi. "Investigation of Saudi Teachers’ Perceptions of Teaching and Learning after a 12-month Professional Development Programme in Australia." Australian Journal of Teacher Education 45, no. 7 (July 2020): 15–44. http://dx.doi.org/10.14221/ajte.2020v45n7.2.
Full textAbstract:
This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.
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Farooq, Muhammad Umar, Abdul Fatah Soomro, Abdul Fatah Soomro, Muhammad Umer, and Muhammad Umer. "English Language Teaching and Cultural Implications in Saudi Arabia." International Journal of English Linguistics 8, no. 3 (February 5, 2018): 177. http://dx.doi.org/10.5539/ijel.v8n3p177.
Full textAbstract:
Culture and language are inseparable. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). While teaching a foreign language, a teacher needs to accustom himself with the culture of the target language and the culture of learners. However, teachers in different classrooms in different parts of the world still ignore the importance of culture as a part of language study. This study focuses on perception and practices of teachers regarding culture and English language teaching in Saudi Arabia. The data were collected from 121 (60 male and 61 female) teachers of different cultural background through a questionnaire on their perceptions and implication of teaching target culture in the classroom through English language courses. It was revealed that all teachers have knowledge about the aspects of the target culture to some extent, but how they deal with the target culture is affected highly by the curricular considerations and limitations.
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Alrashdi, Fahad. "Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers." Journal of Education and Learning 13, no. 5 (June 23, 2024): 59. http://dx.doi.org/10.5539/jel.v13n5p59.
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Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students’ ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.
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Hamdan, Amani K. "Challenges and constraints encountered by Saudi pre-service science teachers: a critical perspective." Learning and Teaching in Higher Education: Gulf Perspectives 12, no. 1 (June 1, 2015): 26–45. http://dx.doi.org/10.18538/lthe.v12.n1.174.
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Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.
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Kawakip, Akhmad Nurul, Ali Hammad Al Balawi, and Firman Nurul Fauzi. "Tathwir al- Manahij Bi syaklin 'Am fi al-Marhalah al-Asasiyah (al-Ibtidaiyah) fi al-Mamlakah al-Arabiyah as-Sa'udiyah." Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 6, no. 2 (June 15, 2022): 165–75. http://dx.doi.org/10.15642/alfazuna.v6i2.1958.
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Purpose- The purpose of this study is to see the reality of curriculum, curriculum development and evaluation from the point of view of teachers in elementary schools in Saudi Arabia. The focus of this research is a sample of teachers who work in Tabuk schools in the academic year of 1442 H.
Design/ Methodology/ Approach- The method used in this research is a survey. The research informants were 100 elementary school teachers in the city of Tabuk Saudi Arabia who were taken randomly. Because it is a survey research, the data is obtained through a questionnaire.
Findings- The results of the study show that it takes the initiative of all stages of education in developing the curriculum in many aspects. In addition, it requires special formulation at all levels, integration, continuity between subjects, connecting knowledge and scientific life, focusing on scientific research skills, developing thinking and problem solving skills, and considering students. The needs and tendencies of learners, and the existing and expected aspirations of the Saudi society, as all aspects of this Kingdom curriculum need to be developed, updated and acted upon.
Research Limitation/ Implications- This research could not be more in-depth due to the limited time of researchers in searching for data, even though this research can be used as a basis in helping to develop the curriculum at Tabuk Elementary School in Saudi Arabia.
Kata kunci/ Keywords- Curriculum, Elementary School, Saudi Arabia
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Khasawneh, Yusra Jadallah Abed, Abdullah Saleh Alanazi, Abdullah Ahmed Almulla, and Mohamad Ahmad Saleem Khasawneh. "Employing technology inside and outside the classroom by special education teachers in primary schools." Humanities and Social Sciences Letters 12, no. 1 (January 9, 2024): 1–9. http://dx.doi.org/10.18488/73.v12i1.3591.
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The study aimed to identify the degree of employing educational technology inside and outside the classroom in Abha, Saudi Arabia. The study adopted the descriptive approach as the most appropriate to achieve the objectives. The study sample was selected randomly from special education teachers in Abha, Saudi Arabia. A total of 300 teachers, comprising both females and males, participated in the study. The study instrument was a questionnaire, which consisted in its initial form of 20 paragraphs and was distributed in two fields: using ICT in teaching inside and outside the classroom. The instrument was verified for validity and reliability. This study focused on identifying the levels of employment of educational technology in the educational process by special education teachers in several public schools in Abha City, Saudi Arabia. The findings showed medium use of information and communications technology (ICT) tools inside and outside the classroom. The study concluded that the degree of employing educational technology in the educational process in Abha schools from the teachers’ point of view was medium. The findings revealed that regardless of the teacher’s gender or academic qualification, they employ educational technology at nearly the same level. The study recommended training teachers on the use of technology in different educational situations to promote the educational experience for teachers and students.
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Alwehebi, Kholoud. "MIs in Education: A Study of High School EFL Teachers' Perspectives in the Saudi Context." Educational Administration: Theory and Practice 29, no. 1 (January 31, 2023): 295–307. http://dx.doi.org/10.52152/kuey.v29i1.726.
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The educational philosophy of Multiple Intelligences (henceforth MIs) in the English language learning context of Saudi Arabia seems to be an underexplored field. Therefore, this study aims to show from the perspective of the teachers the primary barriers that impede Saudi High School students from employing their MIs. Additionally, it examines how MI concepts influenced Saudi high school students' comprehension of EFL in language classrooms. The study demonstrates how Saudi High School EFL teachers interpret the notion of MI as an educational approach. The study sample is random, comprising 100 High School EFL teachers who teach English as a Foreign language (EFL) at Dammam city in Saudi Arabia. The research is quantitative in nature and uses a five-point Likert Scale questionnaire to collect data on EFL teachers' perspectives. Results show that teachers strongly agree with the notion that MI as an educational approach may create a negative effect in the classroom if not comprehended properly, consequently raising challenges in its application in the EFL classroom. However, the MI approach is effective in language learning if its nuances are comprehended. It is expected that these results would be of use to curriculum developers and teachers training programs geared to enhance learning.
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Al-Qahtani, Abdulaziz. "Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers." Theory and Practice in Language Studies 14, no. 2 (February 1, 2024): 524–33. http://dx.doi.org/10.17507/tpls.1402.25.
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This research aims to explore the autonomy orientation of English language teachers in the western province of Saudi Arabia, home to numerous secondary schools. The study, grounded in Self-Determination Theory (SDT), examines the impact of two primary variables: the teachers' genders and their levels of teaching experience. A cohort of 102 Saudi secondary school language teachers participated in the study, with 10 engaging in a qualitative follow-up. Data were collected via a questionnaire and analyzed using statistical techniques such as t-tests and analysis of variance (ANOVA). The findings indicated that the autonomy orientation among Saudi language teachers was moderate, with female teachers showing more supportive tendencies towards their students. Moreover, the study uncovered a discrepancy between the teachers’ autonomy orientations and their perceptions of the concept, attributing their perceived constraints and roles to the national education system. In light of these findings, the study advocates for pre-service and in-service training programs designed to enable English language teachers to foster an autonomy-supportive environment for their students. Additionally, the study calls for further research to deepen the understanding of English language teachers' autonomy orientations in Saudi Arabia and the interplay between autonomy orientation and teachers’ perceptions of autonomy.
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Saad Othman M. Alamrei, Mary Keefe, Scott Alterator, Saad Othman M. Alamrei, Mary Keefe, Scott Alterator. "Proposing the Introduction of Personalised Learning and Differentiated Learning into Saudi Arabian Education: مقترح إدخال التعلّم الفردي والتعلّم المتمايز في التعليم السعودي." مجلة العلوم التربوية و النفسية 5, no. 49 (December 28, 2021): 153–25. http://dx.doi.org/10.26389/ajsrp.c290621.
Full textAbstract:
Personalised learning and the differentiated curriculum are ideal strategies to explore the needs of students and take full advantage of students’ abilities so they can achieve better outcomes in the learning process. This study focuses on the differentiated curriculum and explores its suitability for Saudi Arabia considering the country’s current education policies and vision. The study consists of three stages: reviewing the global personalised learning and differentiation literature, investigating the current education policies in Saudi Arabia, and reviewing the available differentiation literature conducted in Saudi Arabia. The findings suggest that despite the obstacles found in the application including low family participation and resistance from teachers this teaching strategy is suitable for Saudi Arabia. The Saudi vision for education and the country’s current policies do not conflict with the principles of differentiation, although success may require patience and building teacher capacity. With only a limited number of studies about differentiation in Saudi Arabia, more research about the impact of school management on the implementation of the differentiated curriculum is necessary.
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Alhumaid, Majed M. "Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia." International Journal of Environmental Research and Public Health 18, no. 24 (December 14, 2021): 13197. http://dx.doi.org/10.3390/ijerph182413197.
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The inclusion of students with autism in physical education (PE) curricula has become a global trend. Although the self-efficacy of PE teachers has been identified as a major factor supporting the successful implementation of inclusive PE, limited research exists on this area in non-Western societies, especially Saudi Arabia. To address this paucity, the present study aimed (1) to determine the level of self-efficacy among PE teachers in Saudi Arabia toward including students with autism in PE classes via investigating specific independent variables; and (2) to identify the predictors of Saudi PE teachers’ self-efficacy toward including students with autism. A total of 214 Saudi PE teachers (male n = 188; female n = 26; mean age = 41.07 years) participated in this study. Self-efficacy level toward including students with autism was measured using the Arabic version of the Physical Educators’ Self-Efficacy Towards Including Students with Disabilities-Autism (PESEISD-A) instrument. Statistical analysis revealed that PE teachers had a moderate level (M = 4.51, SD = 2.04) of self-efficacy toward including students with autism in PE classes. Multiple linear regression analysis indicated that age and feelings of preparedness of the teachers were significant predictors (β = −0.297; p = 0.012; β = 0.178; p = 0.012, respectively) of their self-efficacy toward including students with autism in PE classes. The findings highlight the need for continued efforts to improve Saudi PE teachers’ level of self-efficacy and preparedness towards successfully including students with autism.
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Alsalamat, Mohammad Khair M. "Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia." Sustainability 16, no. 9 (April 26, 2024): 3634. http://dx.doi.org/10.3390/su16093634.
Full textAbstract:
Many Saudi students lack the motivation to pursue STEM careers due to their teachers’ limited experience and low efficacy in teaching science, technology, engineering, and mathematics (STEM). Teachers’ perceptions are central to efficient STEM education; however, little is known about the perceptions of teachers toward STEM education in Saudi Arabia. Therefore, this study attempted to identify the perceptions of secondary stage science teachers toward STEM education and their knowledge about the requirements for its implementation. The study also investigated whether there were statistically significant differences that could be attributed to teachers’ qualifications, years of experience, and specialization variables. A questionnaire was applied to 175 in-service science teachers. The results showed that the secondary stage science teachers had a medium level of positive perceptions toward STEM education and a high level of knowledge about the requirements for its implementation. It was also revealed that there were statistically significant differences in teachers’ perceptions due to their qualifications and years of experience, in favor of teachers with graduate degrees and with more years of experience, while there were no statistically significant differences due to teachers’ specialization. Based on the findings of this study, a number of recommendations on improving science teachers’ knowledge of STEM education and the requirements for its implementation are provided.
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Mohamed, Rasha H., Ibrahim A. Khalil, and Bakri M. Awaji. "Mathematics teachers’ awareness of effective teaching practices: A comparative study." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 2 (February 14, 2023): em2230. http://dx.doi.org/10.29333/ejmste/12962.
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This study aimed to explore mathematics teachers’ awareness of effective teaching practices issued by the United States National Council of Teachers of Mathematics (NCTM, 2014a) in the Kingdom of Saudi Arabia and the Arab Republic of Egypt and to compare the results using the comparative descriptive method. The Saudi sample comprised 651 teachers, and the Egyptian sample included 620 teachers. Data were collected through an awareness scale of eight dimensions of effective teaching practices. The study found that mathematics teachers in the Kingdom of Saudi Arabia and the Arab Republic of Egypt had high awareness of effective teaching practices. In addition, no differences were found in Saudi teachers’ awareness of potentially differentiating variables. However, there were differences attributable to the gender variable in favor of the female group. For Egyptian teachers, the results showed no statistically significant differences in awareness levels concerning gender and school stage. However, those with higher qualifications (master’s and doctoral degrees) showed significantly higher awareness than those with an average teaching experience of five-nine years. We identified areas to support high-quality mathematics teaching and learning for future professional development by highlighting and examining mathematics teachers’ awareness of effective practices. These findings have important implications for mathematics instruction specialists, coaches, and stakeholders in both countries.
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Et al., Alghamdi Hamad Abdullah J. "Teachers’ Professional Identity Measures in the Kingdom of Saudi Arabia from the Perspective of Rasch Model Framework." Psychology and Education Journal 58, no. 1 (January 15, 2021): 4243–57. http://dx.doi.org/10.17762/pae.v58i1.1490.
Full textAbstract:
This study aims to assess the psychometric properties of the professional identity measure of the professional identity of Mathematics teachers in the Kingdom of Saudi Arabia. Professional identity topic has not been widely addressed in the Arab environment. Studying the Mathematics Teachers’ Professional Identity (TPI) is important because only few and inadequate body of research has been performed in the Arab environment. Establishing measuring tool on the TPI contributes on the evaluation of the teachers in Kingdom of Saudi Arabia and their roles in the educational process in the country. This study applies descriptive approach. 600 secondary Mathematics teachers were involved. The adapted version of the questionnaire designed by Albaqi'i (2014) used to measure the Mathematics TPI. Delphi techniques in three rounds to gather experts’ opinion about the suitability of Mathematics TPI questionnaire used in the Kingdom of Saudi Arabia context. Rasch model as a framework applied to assess the psychometric properties of Mathematic TPI questionnaire. The results are valuable in terms of analyzing the psychometric properties for the first version of Mathematics TPI, to improve Differential Item Functioning (DIF) and the psychometric properties for the revised version of Mathematics TPI Questionnaire.
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AlAfar, Manahel. "The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia." English Language and Literature Studies 6, no. 4 (November 29, 2016): 25. http://dx.doi.org/10.5539/ells.v6n4p25.
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The study aimed to show the impact of using songs and rhymes in teaching English to young female learners in Saudi Arabia. It involved 20 Saudi teachers who were randomly selected from public and private schools in Riyadh city. The age of the female students ranged from 6 to 10 years. Forty parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. Interview questionnaire and online survey were the tools used for data collection. About 9 of all teachers don’t use songs and rhymes activities in teaching English. 15 of teachers out of 20 said that it is not a mandatory part of the curriculum. 13 of the teachers believe that it is very important and 2 teachers believed in using songs and rhymes to facilitate remembering. 16 of teachers out of 20 noticed that their students are actually using the songs or their vocabularies outside the classroom and 17 of all teachers stated that songs and rhymes helped their young learners’ English language development. 82.50% of parents in Saudi Arabia support teaching English to their children, 47.50% of parents stated that their child is using English only in the classroom. Only 7.50% of the parents were not aware of this classroom activity while 92.50% of them are aware. 2.50% of parents expressed their disagreement. The study found out that songs and rhymes are rarely used in teaching English to young learners in the Saudi Arabia and curriculum was not rich enough with activities like songs and rhymes.
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Almatroodi, Azizh Abdullah. "تصورات المعلمين واتجاهاتهم تجاه الطلاب الموهوبين مع التركيز على خصائصهم الموهوبة في المدارس الابتدائية بمدينة الرياض: المملكة العربية السعودية." مجلة العلوم التربوية و النفسية 7, no. 45 (December 28, 2023): 82–94. http://dx.doi.org/10.26389/ajsrp.d310723.
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Abstract: Gifted students are those who stand out among their peers who are the same age or grade level in terms of their remarkable intellectual or creative ability. This study aimed at investigates teachers' perceptions and attitudes toward gifted students with a focus on giftedness characteristics in mainstream primary schools in Riyadh, Saudi Arabia. Based on the theories of scholars in previous studies, the methodology of descriptive analysis of data, and direct interviews with teachers, the researcher found that Teachers typically had a good understanding of these characteristics. Furthermore, the researcher found that teachers have positive attitudes towards gifted students. The study highlights the urgent need for teacher training programs in the field of gifted education in The Kingdom of Saudi Arabia.
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Almuhammadi, Anas. "Teaching Grammar: Professional Needs of Saudi EFL Instructors." International Journal of English Linguistics 10, no. 3 (March 7, 2020): 14. http://dx.doi.org/10.5539/ijel.v10n3p14.
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Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers’ needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.
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Alshamri, Khalid H. "Evaluation of Education Students with Intellectual Disability in Saudi Arabia." Journal of Education and Learning 8, no. 1 (December 31, 2018): 131. http://dx.doi.org/10.5539/jel.v8n1p131.
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A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used “baby steps” strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children’s education at home. Only a minority of the teachers were found to utilize assistive technology to augment their practice. Both teachers and parents did not feel very confident about the effectiveness of the current systems in teaching their children important social and practical skills. Recommendations based on these outcomes were provided.
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Nather, Eiman. "SAUDI STUDENTS’ AND TEACHERS’ STRATEGIES AND BELIEFS IN LEARNING AND TEACHING ENGLISH IN SAUDI ARABIA." Advances in Social Sciences Research Journal 7, no. 9 (October 4, 2020): 664–72. http://dx.doi.org/10.14738/assrj.79.9105.
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This preliminary study investigates the Saudi public high school student deficiencies in speaking English and seeks ways to improve the curriculum opportunities for students in English-speaking classrooms. Saudi public schools aim to educate students to use English in real-life communication. However, the majority of Saudi high school students graduate with low levels of understanding and competence in communicating in English. This pilot study examines the strategies that Saudi high school teachers and students have followed to teach and learn English in public schools and investigates their beliefs about effective teaching and learning strategies. The study is based on a questionnaire. Ninety female students of years seven, eight, and nine and their six teachers were drawn from two public schools in Riyadh. The findings of this study reflect the importance of collaborative work between stakeholders including supervisors, teachers, parents, and students. In addition, they emphasize that besides the teachers’ beliefs, learners’ needs and expectations should be taken into account, to increase the likelihood of a more productive and successful learning environment. The consensus was that the best results are achieved when interesting activities and interactive teaching strategies are used to support the mandatory course-book.
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Al-Harbi, Mohammed S., and Hussain Ahmad. "English Teachers’ Professional Development: Perspectives From Canada, Saudi Arabia, and Pakistan." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 596–604. http://dx.doi.org/10.17507/tpls.1203.21.
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English teacher professional development (PD) follows different pathways in different contexts depending on local classroom ecology; however, the main goal of PD is to improve learners’ academic achievements. For this purpose, the current study provides a comparative analysis of Teaching of English to the Speakers of Other Languages (TESOL) teacher professional development perspectives from Canada, Saudi Arabia, and Pakistan. Data was collected from seven teachers who had EFL/ESL teaching experience in Canada, Saudi Arabia and Pakistan. The study attempted to find out dominant English teacher professional development pathways in the three contexts and investigated how these pathways influence teacher classroom practices.
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Alshehry, Amel. "Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements." International Education Studies 11, no. 3 (February 25, 2018): 70. http://dx.doi.org/10.5539/ies.v11n3p70.
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Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting teacher performance, and teacher’s control of their own professional development. Here, through face-to-face interviews, we explore how current professional development strategies could be improved to better meet the needs of academic teachers views through face to face interviews data collection to address the questions of what teachers needs to develop and support their professional knowledge, how it affect their teaching methods and what opportunities and roles provided to them based on the instructional systems. Finally, the study illustrates how the professional development among based on their experiences and practice could be improved and how they encounter their participations and interaction to facilitate their development among higher educational institutions in Saudi Arabia.
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Alzamil, Jwahir. "Principals’ Difficulties at Female Saudi Secondary Schools." Journal of Education and Learning 10, no. 2 (March 10, 2021): 124. http://dx.doi.org/10.5539/jel.v10n2p124.
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Teaching supervision is carried out by principals, and its purpose is to evaluate teachers’ teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia.
The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers’ unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects.
These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals’ performance of supervision in Saudi Arabia.
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Al-Balawi, Abdullah Suliman, and Radman Mohammed Saeed. "The Professional Development Needs of Mathematics Teachers in Saudi Arabia." Journal of Educational and Psychological Studies [JEPS] 6, no. 1 (January 1, 2012): 114–32. http://dx.doi.org/10.53543/jeps.vol6iss1pp114-132.
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This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains.