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Conference on Education 2015. Partners in Excellence
- Conference date: 02-03 May 2015
- Location: Qatar National Convention Center, Doha, Qatar
- Volume number: 2015
- Published: 30 April 2015
41 - 52 of 52 results
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تطوير بيئة دمج شاملة : رؤية ورسالة مبادئ وقيم مساواة وعدالة ومشاركة كاملة للأشخاص ذوي الإعاقة في المجتمع د أسماء عبدالله العطية رئيس قسم العلوم النفسية - كلية التربية - جامعة قطر
More LessThe integration process of persons with disabilities with their normal peers in all fields and in the community reflects a humanitarian philosophy; and it represents a moral leap towards the provision of appropriate education for the care of this group within the right environment. According to the integrative environment, people are individualistic in different ways, thus the merger is social justice. To begin with, we have to assume that all people can learn when providing them with the appropriate amount of support. Herein lies the vision of the merger as the interest in special education and envisioning the strength of the merger in light of other issues of human differences depending on age, language, and/or physical, mental, or sensory characteristics and others. Accordingly, the environment and society must accommodate all these differences and diversity among humans, which were founded for the integration and construction of the community to achieve "equality and full participation". This basically means involving them in programs to facilitate their acquisition of skills that will improve their job performance in the environment. This can be achieved through the opportunities offered by the overall merger in the educational, social and other institutions, which are focused in two main aspects: normalization and ultimate functioning. Implementation of the merger policy necessitates certain conditions and potential along with support and supportive services, in order to provide the best conditions for the success of this policy. The merger policy is based on three main assumptions: first is the readiness for spontaneous experiences of social interaction between persons with disabilities and ordinary peers; second is to increase opportunities for social acceptance of people with disabilities by ordinary; and third involves creating adequate opportunities for persons with disabilities to model forms of behavior as their ordinary peers. The process of developing a comprehensive integration of supportive environments for people with disabilities pauses a real challenge; as it is a continuous, renewable, and flexible process that responds to all the changes that occur in the environment, policies and others. As an integral process it transforms from policy to practice staffed by a multidisciplinary team that should be built on specific strategic planning parameters. Such a process is linked to changeable factors such as prevalent trends & tendencies of members in the society towards the disabled, as well as the existing policies and legislation. It can also be argued that developing comprehensively integral environments for the disabled with their normal peers is linked to the extent of faith the various authorities in the community has in this philosophy, which in turn have the power to form the positive momentum to achieve the merger one way or another, and to one degree or another. By the same token, they emphasize the rights of the disabled and attain equality, justice and comprehensive participation. Accordingly, the current study seeks to: - Shed light on the concept of integrative environment, its philosophy, elements and indicators of quality. - Address the incumbent challenges of this process & ways to deal with them. Hence the significance of the study, especially since the State of Qatar applies the principle of the integration of persons with disabilities in education, work and society. This study uses the descriptive analytical approach and reference to the literature and the results of previous recent research studies in the field; and then offer a number of suggestions and recommendations in the light of the outcome of the study results.
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لمحور : تطوير مجتمعات الدمج دور المعلمين وأسر الطلبة المعاقين في الدمج الشامل في مدارس التعليم العام في دولة الكويت من خلال البرامج الاجتماعية والنفسية والترويحية
More LessThere is evident interest in the comprehensive integration issues in light of the need of students with disabilities for services and special programs in order to achieve social integration. There seems to be better awareness to the shortage in the ability of institutions and centers to take in these large numbers, and agreement that this kind of access to integration is considered a basic human right. The acceptance of this concept of integration wasn’t coincidental, it’s rather attributed to changing attitudes towards people with disabilities and realization that integration leads to social justice and benefits students a great deal and prevents several social and economic burdens. Students with disabilities have the full right to access education and to participate in life regardless of gender, age or ability. To help individuals with disabilities achieve their goals, we have to help them integrate in regular mainstream schools because this will help them improve their cognitive abilities. This may take place through providing learning and social environments that are similar to the real society which brings all parties involved together to making this integration process work, including families. Family is the most crucial unit in an individual’s life, especially for one with disabilities. It’s the unit that helps nurturing him and encourages him to build his personality and it’s there where the seeds for better opportunities in society are planted. Families, however, need several supporting programming that encompasses social, psychological, and recreational aspects of their lives. The importance of this research is to examine the need to study the most pressing components that are needed for integration initiative to succeed and to identify area of insufficiency and defects in order to offer potential methods of improvement. This research becomes even more important while more individuals with disabilities head toward integrating in normal schools which calls on certain recommendations and suggestions to present a realistic and achievable suggested model and identify the ways to implement it and the best tools to utilize all the tools in order for the initiative to achieve its goals for the benefit of all. The paper addresses the issues surrounding the role of school teachers in the Kuwaiti Public School system and the families of individuals with disabilities in the context of the social, psychological and recreational programming. Which leads to other questions: 1- What’s the family’s role in integration? 2- What is the psychological role that families play in integration? 3- What’s the recreational role that families play in integration? 1- What’s the teacher’s role in integration? 2- What is the psychological role that teachers play in integration? 3- What’s the recreational role that teachers play in integration? A survey was designed and developed by the two researchers while having experts and peers reviewing the process and eventually the survey’s sociometric characteristics were determined; other material such as students’ records and works were also used. The survey was conducted on a sample of 100 students with disabilities in Kuwaiti public schools. The results show that these students had insufficiencies at various levels in their lives which primarily due to the inability of families to provide services to their disable children and failure to fulfill their social, psychological and recreational needs. Such families show little experience in dealing with their disable children especially in situation where the child is the only one in the family with disability or where disabilities occurred due to circumstances other than genetic. This little knowledge by families is reflected through many negative psychological impacts on their disable children which was also manifested through feeling neglected, unwanted, and an outcast. In addition, many families had no knowledge of institutions and centers and schools that offer services to children with disabilities. This essentially meant that integration and interaction were delayed due to the lack of ability among such cases in managing them themselves, learning about responsibilities, knowing certain skills that help them with the process, and lacking self-confidence. This situation repeatedly kept children from being able to adapt to such schools. Results show that the big role that families play in developing social programs and highlighting it with ordinary people but especially with his direct social surroundings promotes self-confidence and helps in overcoming shyness, fear and encourages him to participate in recreational programs such as sports, cultural/educational, trips, arts, theater and drama. As for the role of teachers in integration, the study shows the positive results of what teachers do with these children through the various activities that they do at school which encompass the fine arts, music, school field trips and picnics, sports, and involvement in national associations and organizations. The study shows the integral relationship between the role of teachers and families and how together they create a positive situation for such children. The two researchers utilized several statistical methods such as Scheffé's method for comparative distances, averages, standard deviations, analysis of variance unilateral, and the Pearson correlation coefficient,
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دور مهارات التفكير في دعم تعليم النحو
More Lessدور مهارات التفكير في دعم تعليم النحو دكتور وليد مقبل السيد علي الديب الأستاذ المشارك في قسم اللغة العربية كلية الآداب والعلوم الإنسانية، جامعة جازان الملخص لا شك أن الطالب أمس الحاجة إلى استخدام كل وسيلة من شأنها أن تثير انتباهه، والطريقة التقليدية القائمة على نظام التلقين لم تَعُد هي الطريقة المثلى في التدريس، فهناك مجموعة من الاستراتيجيات التي من الممكن أن تنقل العملية التعليمية من كونها ممارسة سطحية إلى كونها خبرة عملية، ومن أهم تلك الاستراتيجيات دمج مهارات التفكير في المقررات الدراسية، فهناك مجموعة من مهارات التفكير التي إذا أجدنا التعامل معها واستطعنا دمجها في المقررات الدراسية فإنها تحول الطالب من مجرد وعاء لتلقي الفكرة إلى باحث عن الفكرة، فتجعله يصل إلى المعلومة بنفسه، وتلك المهارات تكسر بعض الحواجز بين الطالب والانتباه، وقد طبقت مهارات التفكير على بعض موضوعات النحو ، وقصدت من استخدام كل مهارة أن يصل الطالب إلى الفكرة بنفسه، وأن يستنتج النتجة بناء على مقدمات يسيرة قائمة على استخدام المهارة، بحيث نتحول من طريقة المعلم الملقِّن والطالب الملقَّن، إلى شعار جديد من الممكن أن نسميه: (المعلم الميسر والطالب النشط). وفي سبيل ذلك قد قمت بمعالجة ستة دروس من دروس النحو مستعينا في عرضها بست مهارات أساسية من مهارات التفكير هي: قارِن، ولوِّن، وأضفْ، وصنِّفْ، واحذِفْ، وتوقَّعْ، كما قارنت بين طريقة عرض كتب النحو للفكرة وطريقة عرضها في إطار مهارات التفكير؛ ليتبين الفرق بين الطريقتين. - الكلمات المفتاحية : مهارات التفكير.التعلم النشط.المعلم الميسر.النحو.
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تطوير دور مدير المدرسة كقائد تعليمي لتحسين تعلم الطلاب في مصر وسلطنة عمان
More LessThe function of the headmaster changed over time. Up until the seventies of the previous century, the main job of a headmaster has been thought of as management of the school building & monitoring the discipline of students. However later, & with the emerging research on the Effective School, it appeared that the functions of the school principal are directly related to improving student learning and academic achievement. Considering that the school principal is not just an administrative manager, but is basically an instructional leader who is interested in education for all students, and school leadership towards a high level of academic achievement, where all students become successful learners, and all teachers participate in their students’ learning. (Gettys, 2007) Instructional leadership falls under the broader umbrella of the principal leadership, & the literature on the effective school indicates that the fundamental difference between the most & least effective of managers is the active integration in the curriculum as well as the educational life in school (Marks & Printy, 2003). In other words, the most effective managers engage in educational leadership behaviors to improve student learning, which assumes that the school principal plays a leading role in the management of academic program, integrates in the educational program, sets high expectations for education, & establishes a program of periodic assessment for all students. (Prestine & Nelson, 2005) The aim of this research is to provide a set of proposed actions for the development of the role of the school principal in educational leadership to improve student learning in the Arab Republic of Egypt and the Sultanate of Oman; & in that framework, the research compares the Egyptian sample to the sample of Oman with respect to the level at which school principals practice educational leadership conduct. It also examines the impact of some of the demographic variables on these practices (type variables, experience, and qualification). The research uses a descriptive approach, aided by a questionnaire to assess the extent of school principals’ practices of educational leadership conduct from the point of view of a sample of primary school teachers in Egypt and Oman. The subject of research can be formulated based on the following questions: 1. To what extent do school administrators in Egypt and Oman practice educational leadership conduct? 2. Are there significant differences between the Egyptian and Omani samples in estimating the level at which school principals practice educational leadership conduct? 3. Is there an effect of demographic variables (gender, experience, qualification) on the exercise of the principals of educational leadership behaviors? 4. What are the difficulties the school principals face as leaders of education in Egypt and Oman? 5. What are the proposed measures to develop the role of the school principal as a leader of education in Egypt and Oman? Keywords: educational leadership, the role of the school principal, improving student learning References - Gettys, S. G. (2007). The role of mentoring in developing beginning principals’ instructional leadership skills. Unpublished Doctoral Dissertation. The University of Missouri-Columbia. - Marks, H. M. & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, vol.39. - Prestine, N. A. and Nelson B. S. (2005). How can educational leaders support and promote teaching and learning? In W. A. Firestone, & C. Riehl, (Eds,). A new agenda for research in educational leadership. New York: Teachers College, Columbia University.
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القيادة التحويلية والتعلم التنظيمي: دراسة ميدانية في شؤون الطلاب بجامعة قطر
More LessAll organizations, including universities, face multiple challenges in light of the age in which is described as an era of change, technology, openness and competition. In response to these transformations, traditional leadership models are no longer able to meet the challenges and requirements of the times which require these leaderships to adopt Transformational Leadership models. Its features and most importantly its support to organizational learning will help all leaders and their staffs to reach the highest grounds of motivations and morality. This paper deals with the nature and philosophy of transformational leadership in relation to organizational learning through a case study of the effectiveness of the Department of Student Activities at Qatar University. The study mainly aims to reveal the level of transformational leadership patterns and its relationship to organizational learning levels in the management of the Department of Student Activities at Qatar University. Few studies on the relationship of transformational leadership organizational learning have been conducted in the Arab world. From a practical perspective, this study is important because it will contribute to enforcing certain leadership trends and organizational learning at the Department of Student Activities. This can be achieved through highlighting the relationship between transformational leadership and organizational learning and accordingly present recommendations in order to enforce implementation of organizational learning and subsequently develop true leadership at the Department’s level. A quantitative approach has been utilized through a survey which has been distributed to all staff at the Department of Student Activities at Qatar University. The survey was developed based on the main aims of the study and based on an overview of the literature on the topic. The survey consisted of two sections; the first is designed for the concept of Transformational Leadership which was based on Bass & Avolio methods; while the second section of the survey was focused around organizational learning where Marquardt methods were used; all the answers were based on a parameter of 5. Data was analyzed based on the descriptive statistical methods available through the statistical analysis program SPSS. Results show that the availability of the practices of transformational leadership patterns (row modeling, intellectual consultations, humane treatment to staff, inspiration and motivation) appear to be in the middle range at the leadership level and that’s from the perspective of staff. Also, it seems that organizational learning (learning, professional development, organizational transformation, knowledge based leadership, and skills) falls at the middle range as well. The research indicates that there is a positive and pivotal correlation between the Transformational Leadership and organizational learning. The study recommends the adoption of the leaders of the Department of Student Activities at Qatar University of modern leadership methods. A great deal of work must be done to strengthen the organizational learning practices and to build an organizational culture focused on continuous learning and development and innovation, openness and participation. The study dealt with a specific theme for the relation between transformational leadership and organizational learning through a case study of the management of the Department of Student Activities at Qatar University. The study relied on a survey of employees through the questionnaire.
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جودة الحياة وعلاقتها بالاحتياجات التدريبية لدى طلاب قسم التربية الخاصة المعلمين بجامعة الملك فيصل
More LessThis study aimed to detect the relationship between quality of life and training needs for student teachers at the Department of Education King Faisal University, Al-Ahsa, Saudi Arabia. It also aimed at detecting the differences between male and female students in each of their quality of life and training needs. The main study sample consisted of 124 male and female students who are implementing the educational process in the department of Special Education at King Faisal University; to those, both measurements of the quality of life and training needs were applied (prepared by researcher). The results of the study resulted in the presence of a statistically significant correlation between the scores of students, in the study sample, on the quality of life scale and their scores on scale of the training needs. The results also led to statistically significant differences between the mean scores of students on the quality of life scale for the benefit of female students. In addition, there no statistically significant differences between the mean scores of male & female students with respect to training needs. Accordingly, the study recommended the need to work to meet these training needs; thereby contributing to improve the quality of life of the students, and their level of academic achievement.
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نموذج مقترح لمناهج رياض الأطفال ذوي الإعاقة السمعية من وجهة نظر معلماتهم: دراسة نوعية
More Lessنتيجة للغموض الذي يكتنف مجال مناهج رياض الأطفال ذوي الإعاقة السمعية؛ ونتيجة لقلة الدراسات ذات العلاقة، وخصوصًا في ظل الاهتمام الحديث في الدول العربية بتكييف وتطوير مناهج الأطفال ذوي الإعاقة السمعية، فقد تطور لدى الباحثة دافع لبناء نموذج مقترح لهذه المناهج من وجهة نظر معلمات رياض الأطفال ذوي الإعاقة السمعية. ومن العوامل التي حثت الباحثة على تناول هذا الموضوع خبرتها في مجال مناهج الطفولة المبكرة، كونها كانت تعمل كرئيس قسم مناهج الطفولة المبكرة في وزارة التربية والتعليم. إضافة إلى شكوى مديرات ومعلمات رياض الأطفال، والتي تعكس شعورًا بعدم الرضا عن المناهج المطبقة حاليًا في رياض الأطفال والتي هي معدِّة أصلًا للأطفال من غير ذوي الإعاقة، ولذلك انبثقت فكرة الدراسة الحالية والتي تهدف إلى بناء نموذج مقترح لمناهج رياض الأطفال ذوي الإعاقة السمعية من وجهة نظر معلماتهم. تكوّنت عينة الدراسة من جميع معلمات رياض الأطفال ذوي الإعاقة السمعية في محافظتي العاصمة والزرقاء في الأردنّ (14 معلمة). ولجمع البيانات، استخدمت الباحثة المنهجية النوعية باستخدام المقابلة شبه المقننة (كما وصفت من قبل كفاليز (Kvales (1996)، ثم أجري تحليل النتائج باستخدام أسلوب تحليل المحتوى (وذلك باتباع الخطوات التي ذكرها هولاوي وتودرز ((Holloway, Todres (2006. وأشارت النتائج إلى أن ضرورة أن تتكون مناهج رياض الأطفال ذوي الإعاقة السمعية من الأجزاء الآتية: كتب الطفل المتضمنة لغة الإشارة، وهي: كتب اللّغة العربيّة, واللّغة الإنجليزية, والحساب، وكراسة الخط. وكتب المعلمة، وهي: دليل معلم الأطفال ذوي الإعاقة السمعية، والكتاب المرجعي الخاص بمعلمات الأطفال ذوي الإعاقة السمعية، والمواد المرافقة، وهي: بطاقات الحروف المتضمنة أبجدية الاصابع، وبطاقات الصور، وبطاقات الكلمات المترافقة مع لغة الإشارة، واللوحات التعليمية، والأقراص المدمجة متعددة الوسائط. كما أشارت المعلمات إلى ضرورة تطوير وثيقة للنتاجات العامة والخاصة لرياض الأطفال ذوي الإعاقة السمعية تغطي النتاجات التي لا يشملها منهاج الأطفال من غير ذوي الإعاقة، بحيث يتبع تقسيم هذه النتاجات بناءًا على مجالات النمو، ومجالات إضافية أخرى؛ مثل: التدريب السمعي، التدريب النطقي والتنفسي، ولغة الإشارة، وأبجدية الاصابع. وأن تشمل هذه الوثيقة على إرشادات عامة للتعامل معهم، وجود عينات درسية توضح كيفية تطبيق التدريس اليومي. وأشارت النتائج إلى مجموعة من المواصفات التي يجب ان تتمتع بها مناهج الأطفال ذوي الإعاقة السمعية، والتي تتعلق بالمحتوى، والإخراج العام. وأهم هذه المواصفات ترتيب الأحرف بحسب سهولة المخرج (كإتباع الترتيب الآتي: (ا، و، ي) ثم (ب، ت، م، ل، ط، ف، د، ن، ض، ث، ك، هـ، س، ح، ص، ع، ج، ش، ق، خ، ذ، ظ، ر،غ، ز)، وإستخدام صور وكلمات وظيفية من من حياة الطفل اليومية لمساعدته في التواصل وتعميم التعلم (مثل بابا، بيت، ماما، نام..). كما أشارت المعلمات إلى ضرورة وضع تمارين متعددة للاستعداد والتهيئة والمفاهيم (المكان، الزمان، الحجم، المسافة..)، وتخفيف عدد التمارين والتدريبات في الصفحة الواحدة، وتخصيص أماكن ليكتب فيها الطفل ويعبر عن نفسه، وإضافة جمل وظيفية يستخدمها في حياته، تتعلق بمفاهيم المكان، والمشاعر والحاجات وموجودات البيئة مثل: اسمي علي، أنا حزين، أريد ماء، أنا في البيت. كما أكدت المعلمات إلى ضرورة إضافة ألوان وصور مشوقة لإخراج الكتاب بطريقة ممتعة ومشوقة وجذابة، ووضع جدول زمني ملائم (إذ إن الأطفال ذوي لاعاقة السمعية يحتاجون إلى وقت أطول لتعلم المهارات والمفاهيم التي فاتتهم). وقد أوصت الدراسة بعدد من التوصيات بناءً على نتائج الدراسة
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تقويم مستوى الكفاءة الفسيولوجية لطلاب المرحلة الثانوية بمدرسة السيلية الثانوية المستقلة للبنين
More LessIntroduction and the study aspect: Educational institutions are considered responsible for the preparation of a good citizens, who are considered the cornerstone for achieving the vision of His Royal Highness, Emir of Qatar, in Qatar’s vision of 2023. The success of the educational process depends on the complete preparation of an integrated citizen with respect to the physical, mental, psychological and social aspects. Lacking the necessary aspects of physical fitness affects how students respond to the requirements of life in general, which needs a great deal of physical fitness; and for functional systems to perform efficiently, they require a certain level of fitness to sustain the student’s activity. The use of assessment and evaluation in physical education is inevitable to identify the usefulness or effectiveness of taught programs; and to ensure achievement of the laid out purposes of these programs. Moreover, it helps in identifying the strengths and weaknesses of students and programs as it shows the value of instruction and progress. Through the assessment the real capacity of individuals, the achievement of set goals, the functionality of the laid out plan & its compatibility with the program can be identified. It further can determine the validity of the program and the efficiency of available material and human resources; along with demonstrating the extent of successes &/or failures & thus the weaknesses. Through the work of the researcher as a teacher of physical education in Al-Sailiya High School, a decrease in the level of physiological efficiency of many students was noticed during practical lessons. Early fatigue, increased respiratory rate / hyperventilation, and the inability to continue performing exercises for a relatively long period of time were observed, which guided the researcher to this idea to study and evaluate the physiological level of efficiency for high school students at Al-Sailiya Independent Secondary School for Boys. Objective: 1. identify the level of physiological efficiency of students at Al-Sailiya Independent Secondary School for Boys through some of the variables under study. 2. Study the differences in the level of physiological efficiency of the students at Al-Sailiya Independent Secondary School for Boys under study, according to the academic-level variable. Questions: 1. What is the physiological efficiency level of students at Al-Sailiya Independent Secondary School for Boys? 2. What is the nature of the physiological differences in the level of efficiency among students at the three school levels, at Al-Sailiya Independent Secondary School for Boys, according to the variable of the academic level? Methodology: The researcher used the descriptive approach to the appropriateness of the nature and objectives of the study. The research sample: 200 students from the three school levels who are enlisted at the Supreme Council of Higher Education for the academic year 2013-2014. Research tools: • The variables used in the research: (Age, weight, height, body mass index, the proportion of body components, maximum oxygen consumption, systolic blood pressure, diastolic blood pressure, the pulse rate at rest, and the pulse rate after the effort. • Devices and equipment used to measure the research variables: Stadiometer to measure height, medical scales to measure weight, sphygmomanometer to measure blood pressure, beep test to measure the maximum oxygen consumption, and data collection form. • Statistical treatments: The mean, standard deviation, median, torsion, and analysis of variance.
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فاعلية استخدام التعليم المدمج لتنمية المهارات التدريسية للطالبات المعلمات بكلية التربية بجامعة قطر واتجاهاتهن نحوه
More LessTeaching skills are the most important skills student teachers should master at The College of Education; because it will enable them to perform well when getting involved in the teaching process after graduating from the College of Education; and thus will have an influential role in the achievement of students, and success in the curriculum they will teach. This study is focused on the core of the following question How can the teaching skills of female student teachers, in the Arabic language at the College of Education at Qatar University, be developed? In order to answer the main question for the study, the researcher divided it into several subquestions as follows: Q 1. What are the required skills females student teachers need to acquire at the College of Education at Qatar University? Q 2 What is the extent of this skill’s acquisition? Q 3 What are the features of the blended education that will develop the teaching skills of female students? Q 4 What is the effectiveness of blended education in the development of teaching skills? Q 5 What are the tendencies of female students towards using the blended education to develop their teaching skills? To answer the above questions, the researcher applied the study on a sample consisting of 25 female students in the Arabic language department at the College of Education at Qatar University, where he used a descriptive analytical method to determine the required teaching skills; in addition to the experimental method per set, where the researcher calculated the significance between preand post-test to determine the effectiveness of using the blended education in the development of teaching skills among the students of the study sample. The researcher formulated several hypotheses, including the following: - There is a statistically significant difference between the mean scores of among female students in the two applications: pre- and post-test knowledge of teaching skills for the benefit of the post application. - There is a statistically significant difference between the mean scores of parameters in the two applications for pre and post card observation of teaching skills for the benefit of the post application. - There’s a statistically significant correlation between the scores parameters in the observation of teaching skills dimensional card, and scores of parameters in the dimensional scale trend toward blended learning. The researcher designed the study tools, as follows: - Achievement test for the content of cognitive skills associated with teaching. - Note Card for teaching skills. - The trend towards the use of blended education in the development of teaching skills. The study revealed several results the most important of which are: the effectiveness of the use of blended learning in the teaching skills of female teachers at the College of Education at Qatar University, in addition to a positive correlation between observation skills teaching card, and the tendencies of the students towards the blended education in the development of their teaching skills. The study also recommended the application of blended education in schools and universities, and the importance of preparing training courses for teachers in order to use this method in the educational process; and to achieve the best results among the students.
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العلاقة بين المهارات الإتصالية للقائد التربوي و دافعية المعلمين
More LessCommunication is the exchange of messages and ideas or attitudes, which is the most important way leading to a degree of understanding between two or more people, it is an essential part in every aspect of school life (Meskel 2007). Effective internal communication was the largest effective contributor to the successful organizational change, as it is a vital link in bridging the goals and vision of the organization (Victor, 2002). It is expected that there would be a relationship between the communication skills of the educational leader and the motivation of teachers toward performance. Main aspect of the study The National Conference on Education in Sudan, which was held in Khartoum in 2012, stated that teachers face several problems that have affected their motivation and performance. The weak performance of teachers still pursues educational outcomes for generations to come, which will affect the development of the country. Hence, strategic thinking on the issue with respect to rehabilitation of teachers should be considered (Conference of the National Education, 2012). The contribution of the study Several previous studies addressed the importance of leadership skills and their role in achieving job satisfaction for employees. Some of these studies tried to determine the relationship between communication and some of the different variables, such as communication and school atmosphere (Rewson 2001), and communication and personal relationships (Rababa1996), and others. Furthermore, it was noted that these studies have emphasized the role of leadership in the development of educational institutions and defined the prevailing educational leadership and leadership styles and their impact on achieving institutional goals (Rahim 1996). This study will attempt to discover the communication skills of the educational leader and its relationship with the motivation of teachers. It also will try to fill in the gaps from previous studies, so that, God willing, it will contribute to pinpointing the relationship between the communication skills of the educational leader and the motivation of teachers. Relevance The following bodies are expected to benefit from this study: 1. Principals and educational departments. 2. Training institutions concerned with the training of managers and leaders. 3. Researchers and research institutions. 4. Education colleges and preparatory institutes that provide training for teachers. Research Query: What is the relationship between the set of communication skills of the educational leader and motivation of teachers? Objective: To determine the relationship between the communication skills of the educational leader and motivation of teachers. Methodology: A descriptive and analytical approach will be implemented due to its relevance to collecting material and data. Tools: A questionnaire will be used, following arbitration, as a tool to gather relevant information to this study. The theoretical framework: The theoretical framework of this study consists of two variables, communication skills of the educational leader as an independent variable, and the motivation of teachers as a dependent variable; and each variable includes a number of factors as in model (1). Limitation: Spatial boundaries: Primary schools are located in Omdurman - Khartoum State – Sudan Time limits: the academic year 2014 – 2015 Sample: Teachers of primary schools in Omdurman - Khartoum State
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Fifteen years of quality assessment in Iran's higher education system: Successes and failures
Authors: Saeed Mohammadzadeh, Masoud Baradaran and Bahman KhosravipourIn response to local, national and international developments and challenges many countries have developed quality assurance as a new approach and institutional innovation during the last three decades. Self-assessment is considered as a base of quality assessment in higher education. First experience of implementing self-assessment by departments was in the middle of 1990s. In the early 2000s, National Education Measurement Organization has introduced self-assessment nationwide. National Education Measurement Organization efforts led to hegemony of selfassessment in the 2000s. After fifteen years these questions are raised: 1) how was the trend of implementing self-assessment? 2) Which factors affected success and/or failure as a result of implementing self-assessment? 3) What is the lost ring of quality assessment in Iran’s higher education?
The research method was qualitative-quantitative mixed method design. Data have been gathered through documents content analysis, interviews and questionnaires. Participants in the qualitative phase were self-assessment committee members while the population of quantitative phase consisted of all faculty members of departments who implemented self-assessment. Results revealed that in spite of successful implementation of self-assessment in several departments, other departments faced problems that led to delay or pause in implementing self-assessment. Conflicts in the departments as well as losing motivation by executive committee members were the main determinants of failure in implementing self-assessment.
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How does psychological safety affects employee turnover?
Authors: Selva Staub and Serdar YenerThe issue of employee turnover in a school setting can signal the difference between a stable and effective environment and an unstable, unhealthy learning environment. The challenge of turnover may prove particularly vexing in private schools as it results in costly efforts to replace qualified teachers, in addition to the potentially negative impression it creates among tuition-paying clientele. Educational leaders have attempted to mitigate turnover rates and improve morale by attempting the implementation of a Distributed Leadership framework in their administration of the school. However, this may not always prove successful. The research carried out in this study indicates that an additional layer of complexity should be taken into consideration when analyzing the school’s organizational culture, that is Psychological Safety. It has been identified as taking on the role of a mediator variant between Distributed Leadership and Turnover Intention.
The primary aim of this study was to analyze and explain the mediation effect of psychological safety on the relationship between distributed leadership and turnover intention within seven private secondary schools in Turkey. The data were collected via survey; respondents consisted of 326 principals, vice-principals, and teachers.
Participants in this session will examine the combined effects of Distributed Leadership and Psychological Safety relevant to employee turnover in an educational environment. Outcomes of this session include understanding of mechanisms to assess the perceived level of Psychological Safety, as well as tools to address sentiments of insufficient Psychological Safety among staff.
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