n4» U‘Gii‘rv’p . z." m... "n ‘ 'l:n:;v.';§ “2Y0.- .I § . .cfio . h: t .71... .13. 1 .021! v ‘53. til. .I (I urn!!!) .‘rr.:al£.4. Ill .5. \.1'...l {. I) p Ill-(t . .3" (0’ ... 3... II ‘ 3' v1. This is to certify that the dissertation entitled A STUDY TO IDENTIFY COMPETENCIES NEEDED FOR ADULT BASIC EDUCATION TEACHERS IN SAUDI ARABIA presented by Awad A. Al-Thoupety has been accepted towards fulfillment of the requirements for Ph . D. degree in Teacher Education (Curriculum) Dam? M? M 8] MS U is an Affirmative Action/Equal Opportunity Institution 0- 12771 LIBRARY , Michigan State ‘ University \_ fi__ 2 55/ 32c»: PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on ot before date due. DATE DUE DATE DUE DATE DUE MSU Is An Affirmative Action/Equal Opportunity Instltutlon cm ”.1 A STUDY TO IDENTIFY COMPETENCIES NEEDED FOR ADULT BASIC EDUCATION TEACHERS IN SAUDI ARABIA ‘ ‘. A STCL. : . By T? ADULT 3.; Awad A. Al-Thoupety A nrssnnrarlou Submitted to Michigan suuté fihivernity in partial fulfillnent of the requirements for the degree of /.L:Jin DOCTOR OF PHILOSOPHY "...ufiflvfl¥t-'a&"°t Teacher Education ' 1989 This is to certify that the dissertation entitled A STUDY TO IDENTIFY COMPETENCIES NEEDED FOR ADULT BASIC EDUCATION TEACHERS IN SAUDI ARABIA presented by Awad A. Al—Thoupety 720‘ 3&5". w "hasbeenacceptedtowardsfuliillment arr.‘ V . of the requirements for . “ . ‘ ph.D. degree“ Teacher Education .10 t -' :1 ""‘" ""' ' '-'"' ‘ (Curriculum) Major "‘ ‘ 4 0-127?! ‘ :- h. Nth!) sat: p l ;- ‘ 3 .~--, ‘ , 'iLLt;*i~ 4; '37.:— :49V1atiou w-‘I‘" -“;._.,_1 9f selecao-j ;or:_:;£-t.en.:ien :4 :1: 3.. nun->1. x‘ f.' Izbf resfiozadorzzs, any. we meet; par-~- 569—! ABSTRACT A STUDY TO IDENTIFY COMPETENCIES NEEDED FOR ADULT BASIC EDUCATION TEACHERS IN SAUDI ARABIA BY Awad A. Al-Thoupety This study was designed to identify the perceptions of teachers, administrators, and supervisors of adult basic education (ABE) programs in Saudi Arabia regarding the competencies needed for ABE teachers, and to determine the reported/perceived needs for professional development of ABE teachers. Data for this study were collected through a questionnaire distributed to a random sample of 149 teachers, 43 administrators, and 15 supervisors of ABE. 0f the 207 questionnaires distributed, 204 (98.5%) were returned and used (147 teachers, 43 administrators, and 14 supervisors). Frequency and percentage distribution were used to describe the sample characteristics. The mean and standard deviation were used to represent the degree of importance of selected competencies and competency areas for all groups of respondents, and the mean percentage Awad A. Al-Thoupety was used to represent the degree of need of those competencies and competency areas for ABE teachers' professional development. Results of the analysis of data indicated that: 1. Ten competencies were perceived by all groups as "very important for ABE teachers": (a) knowing the goal of teaching reading, writing, and mathematics to adult learners; (b) ability to use a variety of appropriate adult teaching methods; (c) knowing learning differences between children and adults; (d) knowing that adults need to be treated as adults at all times; (e) ability' to establish mutual respect with adults; (f) communicating effectively with adult learners; (g) ability to relate content to real-life problems of the adult learners; (h) ability to use instructional media provided to adult learners; (i) kmmfing major causes of illiteracy and its problems; and (j) keeping informed (n1 new developments, recommendations, and issues in ABE. 2. ABE curriculum area was rated as most important and needed by ABE teachers. 3. Teachers reported least need for their professional development than did administrators and supervisors. 4. In general, teachers who had attended in-service training in ABE, of an older age, and with Awad A. Al-Thoupety jmperience in teaching adults, reported a low need ._ A~lnprofessional development in competency in evils-tanding of all ABE areas. Recommendations were made to the General Trust for item: Education and institutions which provide ‘ finite-service or in-service training for ABE teachers, and ." .taor further research. Copyright by for thei : suprpAcD. 5' AL: -,V'U.P 6mm»): m, wed maul, '* " 1989 . .GCIIILCQS. _" _. ; .rv ‘. {.2 17‘i’lAbI}. If: . Hy parent.3""Awnad *. i ~‘.'2.' 'pter .' my {5' he: ,. mim‘.’ " L": ‘ _ and Awaidtz 5.1-~ .'1‘.-v.<;.::ty, 3-,- H‘Jihfi'. ‘ '5' -._'hv w "Otherfl, IIBMI 33".: aflfifletfl P 5"?H‘A‘Wry‘ l l 5' in » , x m limters. Jems‘n em! A=el..: I. “ft-mi e1; '~. h . f‘ 'I b It ' . _ zit--4 DEDICATION .Bor their support, prayers, concern, and many Uixsacrifices, this work is dedicated to: ' . My parents--Awwad Al-Thoupety, my father, i'my L3 ”and Awaidh Al-Thoupety, my mother. brothers, Hamdi and Hussein Al-Thoupety. “MM ACKNOWLEDGMENTS Thanks and praise to Allah (God) for His help and guidance. And the peace and blessings of Allah be upon His messenger, Muhammad, who lighted the way for mankind and encouraged all people to be educated. I express my sincere appreciation to my advisor and doctoral committee chairman, Professor Kenneth Neff, for his advice, concern, expert guidance, confidence, and encouragement throughout my program. I am also highly grateful to Professors Ben Bohnhorst, James Snoddy, and Robert Craig for their willingness to serve on my committee and for their time, helpful comments, and suggestions. Special thanks go to Professor Robert Craig for his useful feedback on the data analysis. To my wife, Salha, I express my deepest gratitude and appreciation for her encouragement, patience, and prayers. I am grateful to my beloved son, Mohanned, and my daughter, Amal, for their moral support and cheerful smiles. All the difficulties and frustrations at every stage of this study were eased and lightened each time they gleefully greeted me at the door. To Umm Al-Qura University, I extend thanks for providing a scholarship that made it possible for me to accomplish my doctoral degree. My thanks also to the members of the English Language, Educational Sciences, and Arabic Language departments at the College of Education in Taif who participated in reviewing the translation of the questionnaire and comparing the two versions (Arabic and English). Very special thanks and gratitude are expressed to my parents, whose nurture, stimulation, and encouragement were a catalyst for learning during my early years. They instilled in me the values of education and persistence. Their continued support is greatly appreciated. I am also highly grateful to my two brothers and two sisters for their support, encouragement, and prayers. I express my deepest thanks to them. Special thanks go to my brother, Hussein, for his taking care of our parents and sisters during the period I studied in the United States; without this support I could not have pursued my education. I express my heartfelt thanks and appreciation to all adult basic education teachers, administrators, and supervisors who participated in completing the questionnaire that provided the data for this study. My deepest thanks go to Mr. Mohammed Al-Fozan, trustee of the General Trust for Adult Education, for viii providing some information about the adult basic education programs in Saudi Arabia, and to the directors of education in the districts of Riyadh, Tabouk, Dammam, Abha, and Taif for their support and for approving distribution of this study's questionnaires in the selected centers of adult basic education. Acknowledgment is given to Drs. Mohammad Alam, Mohammed Al-Wuzeinany, and Mulaihan Al-Thubaity for their assistance in sending me some materials and documents related to this study; and to Mr. Abdullah Al-Badr for helping me distribute questionnaire forms in some selected ABE centers in Riyadh. I also express appreciation for the hospitality given by Dr. Abdullah Al-Thobaiti during my stay in Riyadh to collect data. Finally, I would like to thank Dr. Abdulrazak Habib for his assistance in computer analysis of the data; Brenda Davidson for her editing; and Gene Purdum for word-processing the manuscript. Thanks go to all the people who participated both directly and indirectly in my education. Thanks again to all of you. TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . xiv Chapter I. INTRODUCTION TO THE STUDY .,. . . . . . . . . . 1 Statement of the Problem . . . . . . l Purposes of the Study and Research Questions 5 Need for the Study . . . . . . . . . . . . . 6 Importance of the Study . . . . . . . . . . . 7 Delimitations of the Study . . . . . . . . . 8 Limitations of the Study . . . . . . . . . . 9 Definitions of Terms Used . . . . . . . . . . 9 Organization of the Study . . . . . . . . . . 11 II. REVIEW OF LITERATURE . . . . . . . . . . . . . 12 I. Education in Saudi Arabia . . . . . . . . 12 Higher Education . . . . . . . . . . . 14 II. ABE Programs in Saudi Arabia . . . . . . . 16 Introduction . . . . . . . . . . . . . . 16 Goals of the ABE Program . . . . . . . . 17 Development of the ABE Program . . . . . 18 Summer Campaigns . . . . . . . . . . . . 24 ABE Teachers . . . . . . . . . . . 25 In-Service Training of ABE Teachers . . 25 III. Teacher Competencies in General . . . . . 27 IV. Preparation of ABE Teachers . . . . . . . 29 V. Competencies of ABE Teachers . . . . . . 33 VI. In-Service Training for ABE Teachers . . . 38 VII. ABE Learner' 5 Characteristics and Learning . . . . . . . . . . . . . . 43 ABE Learner's Characteristics . . . . . 43 ABE Learning . . . . . . . . . . . . . . 45 Summary . . . . . . . . . . . . . . . . . . . 47 Page III. RESEARCH PROCEDURE Constructing the Instrument . . . . . . . . . 49 Translating the Instrument . . . . . . . . . 52 Pilot Test . . . . . . . . . . . . . . . . . 53 Validity . . . . . . . . . . . . . . . . . . 54 Reliability . . . . . . . . . . . . . . . . . 55 Population . . . . . . . . . . . . . . . . . 56 Sample . . . . . . . . . . . . . . . . 57 Data-Gathering Procedure . . . . . . . . . . 58 Analyzing the Data . . . . . . . . . . . . . 60 Summary . . . . . . . . . . . . . . . . . . . 62 IV. DATA ANALYSIS . . . . . . . . . . . . . . . . . 63 Sample Characteristics . . . . . . . . . . . 63 Age . . . . . . . . . . . . . . . . . . . . 65 Highest Degree . . . . . . . . . . . . . . 67 \ Years of Teaching Experience in General EducatiOn . . . . . . . . . . . 68 l Years of Experience in ABE . . . . . . 69 l Years of Teaching Experience in ABE . . . . 70 1 Taking Courses in ABE . . . . . . . . . . . 72 Attending In-Service Training Programs . . 72 Number of In-Service Training Programs . . 73 . Duration of Last In-Service Program . . . . 74 Time of Last In-Service Program . . . . . . 75 l Location of Last In-Service Program . . . . 77 1 Analysis of Responses . . . . . . . . . . . . 78 , Importance of Competencies . . . . . . . . 78 Perceptions of Teachers, Administrators, and Supervisors Regarding the Importance of Competencies . . . . . . . . . . . . . 78 Importance of Competency Areas . . . . . . 82 Respondents' Characteristics in Relation to Their Perceptions of Importance of Competencies . . . . . . . . . 83 Teachers' Characteristics in Relation to Their Perceptions of Four Selected Competency Areas . . . . . . . . . . 83 Administrators' Characteristics in Relation to Their Perceptions of Four I Selected Competency Areas . . . . . . . 91 Supervisors' Characteristics in Relation to Their Perceptions of Four Selected / Competency Areas . . . . . . . . . . 97 l Page Professional Development Needs of ABE Teachers . . . . . . . . . . . . . 101 Perceptions of Teachers, Administrators, and Supervisors Regarding the Need for Professional Development of ABE Teachers 101 Need for Professional Development by Competency Area . . . . . . . . . . . . 106 Respondents' Characteristics in Relation to Their Perceptions of ABE Teachers' Need for Professional Development . . . . 106 Teachers' Characteristics in Relation to Their Perceptions of Teachers' Need for Professional Development . . . . . 107 Administrators' Characteristics in Relation to Their Perceptions of Teachers' Need for Professional Development . . . . . . . . . . . . . . 115 Supervisors' Characteristics in Relation to Their Perceptions of Teachers' Need for Professional Development . . . . . 121 Summary . . . . . . . . . . . . . . . . . . . 127 V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDAT IONS Q 0 I O I I O I O I I I D O I 128 Summary . . . . . . . . . . . . . . . . . . 128 Major Findings . . . . . . . . . . . . . . . 131 Importance of Competencies . . . . . . . . 131 Respondents' Characteristics in Relation to Their Perceptions of Importance of Competency Areas . . . . . . . . . . . . 134 ABE Curriculum . . . . . . . . . . . . . . 135 ABE Learner . . . . . . . . . . . . . . 136 ABE Scope and Goal . . . . . . . . . . . 137 ABE Instructional Process . . . . . . . 138 Professional Development Needs of ABE Teachers . . . . . . . . . . . . . . . 139 Respondents' Characteristics in Relation to Their Perceptions of ABE Teachers' Needs for Professional Development in Competency Areas . . . . . . . . . . . . 142 ABE Curriculum . . . . . . . . . . . . . . 142 ABE Learner . . . . . . . . . . . . . . 144 ABE Scope and Goal . . . . . . . . . . . . 145 ABE Instructional Process . . . . . . . . . 147 Conclusions . . . . . . . . . . . . . . . . . 148 xii Page Recommendations . . . . . . . . . . . 155 Recommendations to the General Trust for Adult Education and Institutions Which Provide Pre-Service or In-Service for ABE Teachers . . . . . . . . . . 155 Recommendations for Further Research . . . 157 APPENDIX C O o o o o a I s a a a o o o a a s a o o o 158 Appendix A - Questionnaire (English version) 158 Appendix B — Questionnaire (Arabic version) . 172 Appendix C - Correspondence Related to the Research . . . . . . . . . . . . . . . . 187 Appendix D - Rank Order of the 24 Competency Statements According to Mean of Perceived Importance . . . . . . . . . . . . . . 203 Appendix E - Rank Order of the 24 Competency Statements According to Mean Percent of Teachers Who Needed Professional Development in Such Competencies . . . . . 207 Appendix F - Chi-Square Results for the Significant Differences Between Importance of, and Need of Professional Development of, Competency Areas With Selected Demographic Variables by the Teachers . . 211 REFERENCES a s a I s o o a a a a a o o a a e o a e o 213 xiii LIST OF TABLES Page Number of schools, students, and teaching staff at each level of general education in Saudi Arabia for males and females in 1987 . 15 Number of colleges, students, and teaching staff at universities and Presidency of Girls' Education schools in Saudi Arabia for males and females in 1987 . . . . . . . . 16 Statistical development of ABE centers, classrooms, and learners in Saudi Arabia in the ten-year period 1975/76-1984/85 . . . . . 22 Statistical development of ABE centers, learners, and teachers in the Ministry of Education in the eleven-year period 1976/77- 1986/87 I I I I I I I I I I I I I I I I I I I 23 Number of ABE teachers who attended in-service training programs related to ABE, from 1969 to 1984 I I I I I I I I I I I I I I I I I I I 26 Competency statements by competency areas . . . 51 Distribution of ABE centers and cities by region I I I I I I I I I I I I I I I I I I I 56 Distribution of selected ABE centers for the study, by city . . . . . . . . . . . . . . . 57 Distribution of the study's selected sample by city and position . . . . . . . . . . . . 58 Number of distributed and returned questionnaires by position . . . . . . . . . 60 Distribution of respondents according to location of work . . . . . . . . . . . . . . 64 Distribution of respondents according to whether their job is full-time or part-time . 65 xiv Page Distribution of respondents by type of full- time position . . . . . . . . . . . . . . . . 66 Distribution of respondents by age . . . . . 66 Distribution of respondents by degree . . . . . 68 Distribution of respondents by years of teaching experience in general education . . 69 Distribution of respondents by years of experience in ABE . . . . . . . . . . . . . . 70 Distribution of respondents by years of teaching experience in ABE . . . . . . . . . 71 Distribution of respondents by taking/not taking courses in ABE during their pre-service program . . . . . . . . . . . . 72 Distribution of respondents by attendance at in-service training programs related to ABE 73 Distribution of respondents by the number of in-service training programs attended in ABE 74 Distribution of respondents by the duration of their last in-service training program, in weeks I I I I I I I I I I I I I I I I I I I I 75 Distribution of respondents according to when the last in-service training program was attended, in months . . . . . . . . . . . . . 76 Distribution of respondents according to location of last in—service training program 77 Means and standard deviations of ranking of the 24 competency statements by teachers, administrators, district supervisors, and Ministry supervisors . . . . . . . . . . . . 79 Means and rank of importance of competency areas as perceived by teachers, administrators, district supervisors, and Ministry supervisors . . . . . . . . . . . . . . . . . 83 Means of importance of competency areas as perceived by teachers, according to age . . . 84 XV Page Means of importance of competency areas as perceived by teachers, according to degree . 86 Means of importance of competency areas as perceived by teachers, according to teaching experience in general education . . . . 86 Means of importance of competency areas as perceived by teachers, according to teaching experience in ABE . . . . . . . . . . . . . . 88 Means of importance of competency areas as perceived by teachers, according to taking/ not taking courses in ABE . . . . . . . . . 89 Means of importance of competency areas as perceived by teachers, according to attending/not attending in-service training in ABE . . . . . . . . . . . . . . . . . 89 Means of importance of competency areas as perceived by teachers, according to duration of last in-service training . . . . . . . . . 90 Means of importance of competency areas as perceived by administrators, according to age 91 Means of importance of competency areas as perceived by administrators, according to degree . . . . . . . . . . . . . . . . . . . 92 Means of importance of competency areas as perceived by administrators, according to teaching experience in general education . . 93 Means of importance of competency areas as perceived by administrators, according to experience in ABE . . . . . . . . . . . . . . 94 Means of importance of competency areas as perceived by administrators, according to taking/not taking courses in ABE . . . . . . 94 Means of importance of competency areas as perceived by administrators, according to attending/not attending in—service training in ABE . . . . . . . . . . . . . . . . . . . 95 Means of importance of competency areas as perceived by administrators, according to duration of last in-service training . . . Means of importance of competency areas as perceived by supervisors, according to age Means of importance of competency areas as perceived by supervisors, according to teaching experience in general education Means of importance of competency areas as perceived by supervisors, according to experience in ABE . . . . . . . . . . . . Means of importance of competency areas as perceived by supervisors, according to taking/not taking courses in ABE . . . . . Means of importance of competency areas as perceived by supervisors, according to attending/not attending in-service training in ABE . . . . . . . . . . . . . . . . . . Means of importance of competency areas as perceived by supervisors, according to duration of last in—service training . . . Ranking of the 24 competency statements according to percent of teachers who reported them as "inadequate," and the mean percent of teachers who needed professional development as perceived by administrators and district and Ministry supervisors . . . . . . . . . Mean percentage and rank of teachers who needed professional development in the four areas of competency I I I I I I I I I I I I I I I I Average percentage of teachers who needed professional development of competency areas as reported by teachers according to age Average percentage of teachers who needed professional development of competency areas as reported by teachers according to degree xvii Page 96 97 98 98 99 100 101 103 107 108 109 Page Average percentage of teachers who needed professional development of competency areas as reported by teachers according to teaching experience in general education . . . . . . . 110 Average percentage of teachers who needed professional development of competency areas as reported by teachers according to teaching experience in ABE . . . . . . . . . . . . . . 111 Average percentage of teachers who needed professional development of competency areas as reported by teachers, according to taking/ not taking courses in ABE . . . . . . . . . . 112 Average percentage of teachers who needed professional development of competency areas as reported by teachers, according to attending/not attending in-service training in ABE . . . . . . . . . . . . . . . . . . . 113 Average percentage of teachers who needed professional development of competency areas as reported by teachers according to duration of last in-service training . . . . 114 Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to age . . . . . . . . . . . . . . . . . . . 115 Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to degree . . . . . . . . . . . . . . . . . . . 116 Average percentage of teachers who needed professional development of competency areas as perceived by administrators according to teaching experience in general education . . 117 Average of percentage of teachers who needed professional development of competency areas as perceived by administrators according to experience in ABE . . . . . . . . . . . . . . 118 Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to taking/not taking courses in ABE . . . . . . 119 xviii Page 4.51 Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to attending/not attending in-service training in ABE . . . . . . . . . . . . . . . . . . . 120 4.52 Average percentage of teachers who needed professional development of competency areas as perceived by administrators according to duration of last in-service training . . . . 121 4.53 Average percentage of teachers who needed professional development of competency areas as perceived by supervisors, according to age . . . . . . . . . . . . . . . . . . . . . 122 4.54 Average percentage of teachers who needed professional development of competency areas as perceived by supervisors according to teaching experience in general education . . 123 4.55 Average percentage of teachers who needed professional development of competency areas as perceived by supervisors according to experience in ABE . . . . . . . . . . . . . . 124 4.56 Average percentage of teachers who needed professional development of competency areas as perceived by supervisors, according to taking/not taking courses in ABE . . . . . . 125 4.57 Average percentage of teachers who needed professional development of competency areas as perceived by supervisors, according to attending/not attending in-service training in ABE . . . . . . . . . . . . . . . . . . . 125 4.58 Average percentage of teachers who needed professional development of competency areas as perceived by supervisors according to duration of last in-service training . . . . 126 CHAPTER I INTRODUCTION TO THE STUDY Statement of the Problem The success of adult basic education (ABE) programs in eradicating illiteracy will help much in providing the manpower needed for the development of the nation. People who lack basic educational skills cannot participate fully in social processes. Chall et a1. (1987) assert that, "illiteracy hurts not only the illiterate individual, but also the economy and the well-being of the nation" (p. 190). As Brice (cited in Smith, 1972) also points out, increased literacy is absolutely necessary to an expanding economy and technological growth. In the case of Saudi Arabia, Hamidi (1979) concurs when he states that "successful development in Saudi Arabia cannot take place without the development of the people" (p. 30). In Saudi Arabia in 1982, for those who were 15 years old and over, 28.9% of the males and 69.2% of the females--for a population— wide total of 48.9%--were illiterate (UNESCO, 1988, p. 21). It is for the reason of eradicating, or at l 2 least decreasing, this rate of illiteracy that the Saudi Arabian government has implemented the ABE programs. The success of these programs depends heavily on the skills of the professional teachers who are involved in the field of adult education. The key to fulfilling the educational goals of adults is proper instruction by qualified teachers (Sheldon and wasinger, 1969, p. 280). Smith (1972) indicates that in order “to improve adult basic education programs, and to increase the enrollment of adult basic education classes, upgrading the quality of teachers is imperative" (p. 7). Currently there are rm) special certification requirements for teaching adult learners enrolled in ABE programs in Saudi Arabia. The only requirements are that one be an elementary' teacher with experience in general teaching, or be a teacher who has attended in- service training program in the field of adult education (Ministry' of Education, 1984a, p. 167). It is only logical that those teachers involved in ABE who do not have specific competencies in teaching adults will apply the same teaching methods they have learned to use with children. As a result, many ABE teachers with little or no professional background 1J1 the field of teaching adult learners are employed to teach adult learners. As Alsunbul et a1. (1987) state: Almost all of the people who work in eradication of illiteracy in the Saudi Arabian Kingdom are day elementary teachers and 3 principals who were not originally prepared for adult education learning, which differs in philosophy, curriculum, methodology, and technology from child learning. (p. 425) Principals of adult education and illiteracy centers in Saudi Arabia cite the unavailability of specialized teachers in the field of adult education as one of the major problems (Al-Monayea, 1980, p. 52). One of the barriers to the success of literacy programs in Saudi Arabia is that ABE teachers do not communicate effectively with adult learners when they rely upon teaching methods appropriate for children without paying attention to the differences between children and adults (Al-Riyadh, January 9, 1988). Summers (1966) reported that "Obtaining teachers who can work with adults and supplying adult-oriented materials are the two most pressing problems in establishing new adult basic education programs" (p. 3). A report on the Saudi Arabian Kingdom's efforts in the adult education field was offered by the General Directorate for Adult Learning (1984) and concluded: One of the most critical barriers facing the efforts for eradication of illiteracy and to adult education is that most of the personnel who are in charge of the learning process are not especially qualified in recognizing the important differences between child learning and adult learning. (p. 37) As Otto (quoted in Balmuth, 1987) has noted, "a competent elementary school teacher does not automatically turn out to be a competent ABE teacher" 4 (p. 28). In agreement, Sikula (1984) has stated that "clearly a teacher with certain personality characteristics and skills that are desirable in one situation will not necessarily be desirable in another" (p. 16). A popular view was expressed by Wisniewski (1984) when he declared that no teacher should be loosed on students until he or she has acquired the adequate professional skills. According to Alsunbul (1985), just the establishment of ABE programs in Saudi Arabia meant that "certain strategies were adopted to improve the quality of literacy education programs. These strategies included curriculum improvement, teachers' in-service training, and experimental programs" (p. 144). Yet without identification of the specific skills and competencies needed by ABE teachers to fulfill their jobs, the pre-service or in-service programs for ABE teachers cannot fully fill their functions. Rossman and Powers (1981) point out that "an underlying assumption of many teaching improvement models seems to be that teaching quality could be improved if specific skills are identified, one's own skills assessed and a plan for improvement devised" (p. 34). The need exists, however, to identify the competencies and the professional development needs of ABE teachers who are currently employed to teach adult learners. This study is designed to identify the extent 5 of the competencies needed by ABE teachers in Saudi Arabia and their need for professional development as perceived by ABE teachers, administrators, and supervisors; and then to compare those to the needed competencies identified by leading adult educators. The competencies identified will be in the following areas: 1. ABE curriculum 2. ABE learner 3 ABE scope and goal 4, ABE instructional process. Pgrposeg of the Study and Research Questions The major purpose of this study is to identify the perceptions of teachers, administrators, and supervisors of ABE programs in Saudi Arabia regarding the competencies needed for ABE teachers. It will. also contrast these perceived competency needs among and between ABE teachers, administrators, and supervisors; and compare the results to the needed competmufies identified by leading adult educators. The secondary purpose is to determine the perceived needs for professional development for ABE teachers. As a whole, the study is designed to obtain data which answers the following research questions: Research Question 1: To what extent do teachers, administrators, and supervisors of ABE programs in Saudi Arabia perceive the importance of the need for ABE teaching competence that stresses: (a) ABE curriculum, (b) ABE learner, (c) ABE scope and goal, and (d) ABE instructional process; and are 6 there differences among the perceptions of the three groups? Research Question 2: Are there differences in the perception of the importance of ABE teaching competencies related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, taking/not taking courses 1J1 ABE, attending/not attending in-service training in ABE, and duration of in-service training? Research. Question 3: What competencies are perceived by teachers, administrators, and supervisors of ABE in: be needed for the professional development of ABE teachers in Saudi Arabia, and are there differences among the perceptions of the three groups? Research Question 4: Are there differences in the perception of the need of ABE teachers for professional development related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of in-service training? Need for the Study In spite of the broad efforts to provide ABE programs to fight illiteracy in Saudi Arabia, only a few limited studies have been conducted in the field of ABE in Saudi Arabia. Furthermore, despite acknowledgment that teachers are the core of the learning process, and that adults are different from children and need to be treated and taught differently, no single study has been done to identify' ABE teachers' competencies in Saudi Arabia at the present time. To fill this gap in the research literature, the researcher concluded that such identification was needed. 7 Having qualified teachers who possess enough skills and competencies specifically needed by ABE programs will greatly contribute to the success of such programs. After all, it is the teachers who carry out the program in the classroom and have contact directly with learners. Teachers, by their special competencies in the ‘field of ABE, are able to make the teaching/ learning process interesting and beneficial to adult learners. In addition, they can make any necessary modifications 111 the content of the subject so that content will be more related to the particular needs and abilities of adult learners. Such qualities and abilities in teachers will help attract adult learners to participate in the program and to remain in it. The success of any ABE program requires that the specific competencies needed by ABE teachers be identified. Importance of the Study Because of the differences in the needs, experiences, interests, abilities, and learning styles between adults and children, it is understood that adults need to be treated and taught differently. The teachers who will be involved in the ABE programs there- fore need to be skilled in the field of adult education. Possessing special competencies related to adult teaching is essential for the teachers who will be involved in ABE programs, because a teacher who works 8 successfully with children may not necessarily be effective in teaching adults. Finding qualified teachers is essential for carrying out any program. One of the conclusions drawn in a study of dropouts (Spence and Evans, 1956) is that capable teachers should be found before a course is offered. The overall picture of needed competencies for ABE teachers in Saudi Arabia should help the General Trust for Adult Education to develop a reliable basis for choosing capable teachers. The enrollment and retention of students in the ABE programs should increase and the ABE programs should be more successful in the eradication of illiteracy if they are staffed with teachers who are competent to teach and deal with illiterate people. This study's results should also help establish good guidelines for institutions that provide pre-service or in-service training programs for ABE teachers. Delimitations of the Study This study will include a sample of male Saudi teachers, administrators, and supervisors of ABE centers that are operated under the Ministry of Education and administrators and supervisors of ABE programs at the Ministry of Education level. The respondents will be part-time and full-time at the time of data gathering, 9 and working within the cities of Abha, Dammam, Riyadh, Tabouk, and Taif. This study is limited to identifying the competencies needed by ABE teachers and their needs for professional development as perceived by teachers, administrators, and supervisors of ABE. Limitations of the Study 1. The results of this study will represent only the surveyed, attitudes of the respondents toward teaching competencies needed for ABE teachers and the needs of ABE teachers for professional development in Saudi Arabia. 2. The items on the questionnaire will be limited to teaching competencies of ABE teachers. 3. The validity of the results of this study will be influenced by the level of sincerity of the respondents in responding to items in the questionnaire and by their competence. Definitions of Terms Used Adult Basic Education - An educational process which provides opportunities for adults to learn basic reading, writing, and mathematics under the guidance of an agency and qualified educators. ABE teacher - A person who has teaching responsibility in an adult basic education center. ABE supervisor - A. person who observes the learning process in the ABE centers in order to provide 10 guidance to teachers and the principals of the ABE center. Instructional process - An organized plan established for the purpose of facilitating learning of the curriculum (Zinn, 1974). ABE learner - A person who is 16 years of age or over and enrolled in an ABE center. Competency - Ability to meet required skills and knowledge that effect change in the learner and the learning environment (Newberger, 1983). Literacy - A person is literate when he has acquirmi the essential knowledge and skills that enable him to engage in all those activities in which literacy is required for effective functioning in his group and community and whose attainments in reading and writing and arithmetic make it possible for him to continue to use these skills toward his own and the community's development. (UNESCO definition, quoted in Kozol, 1980, p. 53). Illiteracy — The inability both to read and write in any, or a specified, language (for population 15 years old and over)(U.S. Bureau of the Census, 1985, p. 845). Curriculum - The concern for decisions about what should be taught, why, to whom, and under what conditions (Wesley, 1986). Center - A place where adult learners are taught. 11 Organization of the Study This study is organized into five chapters. This chapter has presented a statement of the problem, purposes and research questions of the study, and has discussed the need, importance, delimitations and limitations of the study, as well as definitions of terms used. In Chapter II, relevant literature is reviewed, including a brief background of education in Saudi Arabia and ABE programs. Research procedures utilized :hi gathering and analyzing the data of this study are discussed in Chapter III. The results of the statistical analysis of data obtained are reported in Chapter IV. Finally, Chapter V includes a summary of the study, major findings, conclusions, and recommendations. CHAPTER II REVIEW OF LITERATURE This chapter presents a review of literature pertinent to ABE teachers' competencies and the historical development of ABE programs in Saudi Arabia and their current status. In order to facilitate the presentation of this chapter, the literature review has been divided into seven sections: 1. a brief background of education in Saudi Arabia; II: ABE programs in Saudi Arabia; III. teacher competencies in general; IV. preparation of ABE teachers; V. competencies of ABE teachers; VI. in-service training for ABE teachers; and VII. ABE learners' characteristics and learning. I. Education in Saudi Arabia From its beginning, the Saudi Arabian government recognized that education would be the vital means to build the manpower that would further development. Toward that end, the government has exerted great efforts. As mentioned in Educatinnal Policy in the Saudi Arabian Kingdom (1970), the main. purposes of education are: 12 13 To have the student understand Islam in a correct comprehensive manner, to plant and spread the Islamic creed, to furnish the student with the values, teachings, and ideals of Islam, to equip him with the various skills and knowledge, to develop his conduct in constructive directions, to develop the society' economically, socially and culturally, and to prepare the individual to become a useful member in the building of his community. (p. 10) Education in Saudi Arabia is available to everyone free of charge. The government covers the cost of education at all levels from elementary to university. FUrthermore, it pays allowances (about $267 per month) to students at universities. The first formal education in Saudi Arabia came with establishment of the General Directorate of Education on March 15, 1926 (Hamad, 1973, p. 83). In 1953, the Ministry of Education was created to lead and supervise public education with the help of inspectors in each. district. In 1960, the Presidency’ of Girls' Education was formed and public schools for girls were established completely separate from boys education in all facets--administration, facilities and instruction at all learning levels. Prior to this date, the education of girls had been limited to private schools or "special house tutorials" (Ghamdi, 1977). In addition to the Ministry of Education and the Presidency of Girls' Education, other governmental agencies and private-sector organizations also participate in general education. A 14 Four levels of general education prevail: (a) Kindergarten 1—2 years (b) Elementary 6 years (grades 1—6) (c) Intermediate 3 years (grades 7-9) (d) Secondary 3 years (grades 10-12) Secondary schools are divided into two systems: traditional schools, and developed and comprehensive schools. They offer several types of secondary education, such as technical and vocational, commercial, agricultural, and so present): The Accelerated Literacy program was established to avoid and correct deficiencies 1J1 the old program. These deficiencies were: a. absence of consideration for age differentials and the fact that the majority' of the adults were gainfully employed in various sectors of the economy; b. length of the program (four years for the two stages); c. instructors who were not experienced or trained in adult education methods of instruction; d. use of traditional teaching methods. (Byron and Samir, 1983, p. 290) The duration of this accelerated program is two school years: one for the combating stage and one for the follow-up stage. The program consists of religious sciences, reading, writing, general information, and mathematics. It is taught over fifteen 45-minute 21 periods per week (Department of Educational Documentation, 1987, pp. 27-28). After reviewing the development of ABE programs in Saudi Arabia, it is apparent that the most notable phenomena are the fluctuations in program duration and in hours per week spent in the program. For example, the number of academic years was 6 years, came down to 3 years, went up again to 4 years, and finally came down to 2 years. It is clear from the above that ABE programs in Saudi Arabia have experienced some changes and improvements toward raising their standards, but no research to date has specifically addressed the identification of competencies or skills which would be helpful for ABE teachers in teaching and dealing with adult learners. The present study will cover this issue. Within all of Saudi Arabia, the number of ABE centers and learners increased in general, as shown in Table 2.3. But. while 'Table 2.3 is for all of Saudi Arabia, Table 2.4 presents the decline over the period 1975/76-1986/87 of those ABE centers, learners, and teachers who are under the aegis of the Ministry of Education. These changes in the ABE programs reflect the importance of the programs and the enthusiasm of the people in charge to improve these programs. These changes also reflect the rarity of research in the ABE field to guide decision making. 22 Table 2.3--Statistical development of ABE centers, classrooms, and learners in Saudi Arabia in the ten-year period 1975/76-1984/85. Year Centers Classrooms Learners 1975/76 1743 ' 5107 95341 1976/77 2147 6127 99352 1977/78 2515 7144 106029 1978/79 2966 8198 121549 1979/80 3357 9334 142370 1980/81 2991 8070 136103 1981/82 3307 8118 146192 1982/83 3227 8378 139201 1983/84 3014 8015 138378 1984/85 3259 8703 152139 Source: Ministry of Education, Educational Statistics in the Kingdom of Saudi ngabia, 1984-85, 18th issue, 1985, pp. 512-514. Table 2. 23 4--Statistica1 development of ABE centers, learners, and teachers in the Ministry of Education in the eleven-year period 1976/77-1986/87. Year Centers Learners Teachers 1976/77 1462 61492 5990 1977/78 1716 65120 6807 1978/79 1958 74476 7651 1979/80 2208 91280 8648 1980/81 1792 77289 4021 1981/82 1808 76273 3513 1982/83 1667 70720 3144 1983/84 1443 66023 3628 1984/85 1475 70755 3796 1985/86 1326 65593 3505 1986/87 1305 64888 3648* *From Ministry of Education, Statistical Summaries g£_Lea£ning of Ministry of Education, 1986-87, 1987, p. 147. Source: Ministry of Education, Statistical Diary of the Ministry of Education Schools: Adult Egucation Centers, 1985786, 1986a, p. 131. 24 Summer Campaigns An important component of the illiteracy eradication programs used in Saudi Arabia is the summer campaigns designed tn) educate the Bedouins (nomads). These campaigns, launched by the Ministry of Education in 1967, are conducted in the rural and remote areas where the nomads live. The summer campaign staff includes teachers, a doctor, a nurse, Islamic preachers, an agricultural counselor, and a social counselor, whotogether perform the following: (a) educational services; (b) Islamic education; (c) health services; (d) agricultural counseling; and (e) social services. The major objectives of the summer campaign are: 1. To eradicate the Bedouins' illiteracy as quickly as possible; 2. To foster the love of God and supply the Bedouins with the necessary amount of religious knowledge; 3. To offer them educational, social, health, and agricultural services to which they do not have access at present; 4. To increase the awareness of the Bedouins, to work toward raising their standard of living and ensuring a better life for them, and to encourage them to participate in the project; 5. To prepare them to read, write, and perform arithmetic. (Ministry of Education, 1984b, pp. 48-49) The duration of the summer campaign is 100 days. Ink most cases, the first-year curriculum of the combating stage of the illiteracy eradication program is used in summer campaigns. 25 In spite of their short duration, extent of curriculum to be covered, and teachers' lack of training in the needs, problems, and psychology' of adult learners, the summer campaigns are good efforts at educating people who live in remote rural and nomadic areas . ABE Teachers Almost all ABE teachers have been elementary school teachers (Hosain, 1986, p. 17; .Alsunbul, 1985, p. 151) who do not have enough skills to deal with adult learners. Without doubt, the Ministry of Education is aware that teachers involved in adult education should have experience in teaching and dealing effectively with adult learners. This appears in its preference for teachers who have attended in-service training in adult education and its offering in—service training to ABE teachers. In-Service Training of ABE Teachers In 1969, the in-service training programs for ABE teachers were begun by the Applied Research and Training Center. In 1975, the National Center for Adult Learning in Riyadh also began to provide the same service (Ministry of Education, 1986b, p. 51). Such in-service training programs focus on: (a) principles of adult learning; (b) techniques for teaching adults; (c) adult curriculum; and (d) recent knowledge in the field of 26 adult education (Department of Educational Documentation, 1987, p. 43). The number of participants in the in-service training programs and program duration up until 1984 are shown i1: Table 2.5. By looking at this table, it is apparent that a one- or two-month duration is a short one, and that a limited number of teachers participated in the program. This reflects both a lack of opportunity for teachers to attend in-service training programs and the tdifficulties program planners would have met in completing all of their tasks. Table 2.5--Number of ABE teachers who attended in—service training programs related to ABE, from 1969 to 1984. Year Duration Number of Trainees 1969 two months 60 1970 - - 1971 two months 60 1972 " “ 60 1973 “ " 60 1974 " “ 60 1975 “ " 120 1976 " " 60 1977 " " 60 1978 one month 120 1979 “ " 224 1980 " “ 233 1981 " " 211 1982 " " 103 1983 " " 240 1984 " " 120 Total 1791 Source: Department of Educational Documentation, Educational Documentation, No. 28, pp. 44 and 46, 1987. 27 III. Teacher Competencies in General As Short (1985) noted, competency has different meanings ixi different situations. He identified and discussed four conceptions of competency: (a) competency as behavior; (b) competency as command of knowledge or skills; (c) competency as degree of level of capability deemed sufficient; and (d) competency as quality’ of a person or as a state of being (pp. 4-5). Agreeing with Short's (1985) suggestion that competency should be defined i1: terms of measurable criteria, W. and S. Stainback (1973) state that in evaluating ‘teachers' competencies: The competencies decided upon should be stated in clear, concise and measurable terms. This not only aids in the clarity of the competencies but also tends to reduce evaluation problems. The competencies should also encompass the affective and psychomotor domains of the teaching process as well as the cognitive. (p- 18) Since the success or failure of schools in meeting society's needs relies heavily on teachers' abilities and competencies, scholars paid attention to identifying the traits of a good teacher a long time ago. For example, in 1929 the American Association of School Administrators commissioned a team to review the research and define some guidelines that would help them make practical decisions about teacher quality. Sadly, the team was forced to report that there was no specific trait or method exclusively associated with good 28 teaching (Combs, 1965, p. 3). Much later, in 1962, a conference of "superior teachers“ composed a list of the characteristics of a good teacher. According to them, good teachers should know their subject and related subjects, be adaptable to new knowledge, understand the process of becoming, recognize individual differences, be good communicators, develop an inquiring mind, be enthusiastic, have a sense of humor, have convictions, be sincere and honest, be compassionate, be creative and versatile, be willing to try, and believe in God (Combs, 1965, pp. 2-3). Looking at the reverse side of teacher competencies, Barr (1950) summarized the results of some studies concerning the causes of failure among teachers in his article, "Teaching Competencies," in the Encyclopedia of Educational Research. He stated. the most common causes of failure among teachers are: Lack of control over the technique of teaching Lack of ability to maintain order and discipline Lack of mastery of subject matter Lack of intelligence Lack of effort Lack of initiative Lack of adaptability Lack of common sense Lack of physical ability Lack of standards of teaching efficiency Lack of ability to carry on Lack of singleness of purpose Lack of sympathetic understanding of pupils Lack of social background Lack of knowledge of what people can do Lack of personality Lack of moral standards. (p. 1448) 29 IV. Preparation of ABE Teachers Because there is a difference between the needs, desires, and experiences of adults and children, and because the role of ABE teachers is more than teaching adult learners how to read and write, teachers involved in literary programs need to acquire specific skills so they may adequately serve the adult learner. Accordingly, Fenn (1972) has noted that most teachers need specialized training to be effective in adult basic education (p. 62). Camperell et a1. (1983) suggested that "ABE teachers who teadh in upper elementary grades or secondary schools need explicit training in teaching beginning skills to adults" (p. 77). In a study of thirty—five adult basic education programs in fifteen states of the United States, Barnes and Hendrickson (quoted in Penn, 1972) determined specific training needs for teachers of adult illiterates. They found that the specific training needs for these teachers included the following: 1. Psychological and sociological peculiarities of adult illiterates. 2. Adult learning principles as they pertain to adult illiterates. 3. Psychology of the slow reader as applied to adult illiterates. 4. Group dynamics in the adult basic education classroom. 5. Human relations. 6. Identifying needs and immediate goals of the individual student. 7. Establishing attainable, measurable objectives. &.Formulaticn1 of objectives around the individual's needs and goals. 9. Program evaluation. 10. 11. 12. 30 Selection and evaluation of instructional materials. DeveloPing supplemental materials to meet individual needs. Testing and the place of testing in the program. (p. 18) In an attempt to help with the problem of selecting and training adult basic education teachers, Niemi and Davi son training of adult basic education teachers. (1971) prepared a model for the They stated the following skills as specific competencies required of ABE teachers in: 1. Subject matter: --identify the characteristics of each subject. --identify major topics to be dealt with in each subject. --organize topics in logical sequence and, where possible, show relationships among them. Student: --determine individual physical differences. --determine signs of physical decline, including sensory deterioration. -seek reasons for low self-concepts of individual students. --raise their self-concepts, in order to improve motivation. --analyze socio-economic influences upon the lives of individual students. --analyze how sub-cultural and dominant cultural values influence the learner. Learning Process: --find ways to make subject matter relevant to students. --proceed from the known to the unknown. --move carefully from simple ideas to more complex ones. --support abstract ideas or generalizations with facts. --plan for active participation by individuals. --allow time for students to assimilate information. 31 --have students apply immediately what they have learned, verbalizing it in order to retain it. --reinforce learning, making students aware of their progress. --deve10p a climate that will encourage students to participate actively in the learning process. --diagnose learning problems, with special attention to physiological, psychological, and sociological differences that may affect motivation. --help students set attainable, measurable objectives, expressed in behavioral terms and based on their needs. --develop materials and utilize a variety of techniques and devices appropriate to subject matter. --plan activities that bring resources of community to bear on needs of students. --evaluate students, self, and program on the basis of objectives set and on pre-assessment of students. (p. 247) To obtain good results, it is better when programs for training ABE teachers focus on ABE learners and teaching methods. Holden (1958) recommended that the emphasis on good teaching methods, constant evaluation of techniques being used, and deeper insight into adult interests, concerns, and ways of learning, will help teachers do a better job (p. 91). Burley (1985) agreed with Hblden. Because he holds that pre-service training for ABE teachers should focus on understanding the adult learner, as well as on the nature and scope of the job, he outlined the following t0pics as suitable agenda items for preservice training programs that serve ABE teachers: (a) the nature of the adult basic education program; (b) general characteristics of ABE students; (c) adult basic education program objectives: 32 and (d) appropriate pedagogical techniques for adult basic education students (programmed instruction, individualized instruction, lecture, language experience, contract learning, group discussions, group tutoring, and the Laubach method (p. l). FOr ABE teacher training programs to be effective, Wharton (1979) suggested these programs be established at colleges and universities as well as revising state certification requirements for teachers who teach adults. The training of teachers of adults must focus on actual classroom performance, says Wharton. Certification of adult teachers should include successful demonstration of the ability to involve and motivate students, make instructional materials, teach coping skills, and lead discussion groups (pp. 223-229). In his study of the determination of training priorities for adult basic education teachers in the Virgin Islands, Zinn (1975) found that ABE instructional process had a high training priority, with ABE curriculum as the second training priority. Competencies regarding the ABE learner were of less priority than the two areas (pp. 26, 54). In the same study, Zinn noted that because most of the teachers already worked full-time with children, the training of ABE teachers might be most relevant and effective if it focused more on the "adult" aspect of ABE rather than the "basic education" aspect (p. 29). 33 V. Competencies of ABE Teachers The specific concern of most writers in the field of adult basic education centers on the belief that this area of teaching requires special abilities peculiar to working with disadvantaged adults (Smith, 1972, p. 46). In a study of perceptions of adult basic education administrators and teachers regarding skills of teaching, Rossman and Powers (1981) reported that the two highest rated items were flexibility/ individualization--the instructor's ability to deal with differing interests and abilities among students in his/her class and to respond constructively to student suggestions, criticisms, comments about his/her teaching strategies, and interpersonal relations--the instructor's ability to relate to people in ways which promote mutual respect and rapport (p. 37). In the same study, the skills perceived as very important for ABE teachers were skills in evaluation procedures; selecting course objectives, content, and activities; and using various teaching methods effectively. Knowles, in his book Informal Adult Education (1951), stated that the teacher of adults should know his/her subject matter and how to organize it into proper sequence as well as know the literature of the field to select materials intelligently and to suggest sources which students may use for further information. He also asserted that the good teacher is skillful in 34 using a variety of teaching methods and should vary them in order to maintain interest, stimulate student participation, and meet individual differences (pp. 34-35). Knowles emphasized that a good teacher must have such other traits of personality to be effective in leading adults, such as friendliness, humor, humility, and interest in people (p. 97). Draves (1984) shared the same idea with Knowles. He urged that teachers of adults must have empathy, interest, and a feeling for peOple and teaching, as much as expertise in the subject matter being covered. In teaching adults, knowing what not to do is as important as what to do (p. 16). This point is also strongly emphasized by the National Association of Public School Adult Education (cited in Penn, 1972), which stated that: A basic education program for adults demands teachers who can choose wisely from among the growing array of materials available to them, and who can provide meaningful learning experiences. It demands teachers who understand and sympathize with the unique problems of undereducated adults, and who can accept them and respect them as individuals. Teachers without these qualities and skills can do more harm than good in working with undereducated adults. (p. 6) As Butcher and Letarte (1968) have concluded, “teachers must do far more than merely impart the basic literacy skills of reading, writing, and arithmetic. They must help the adult meet the daily problems of life and help 35 them become effective and full participants in society" (p. 81). In the state of Florida, Fenn (1972) conducted a study to identify the information, knowledge, skills, attitudes and understandings needed by ABE teachers to achieve minimum effectiveness in the adult setting. Fenn circulated a list of thirty-four competencies to the ABE teachers, administrators, students, professors of adult education, and ABE personnel at Florida's department of education. He found the five most important competencies for the effective ABE teacher, listed in order of rank from highest to lowest, were: 1. Is able to communicate effectively with students. 2. Skillfully uses a variety of appropriate adult teaching methods and techniques. 3. Selects and/or develops and uses materials appropriate to needs and abilities of the individual. 4. Understands the conditions under which adults are most likely to learn and applies that knowledge. 5. Is skillful in relating subject matter and content to the real-life problems of the students. (p. 65) Penn also found that the five competencies least important to the effective ABE teacher were: 1. Has experience and skill in teaching children in elementary grades. 2. Has knowledge of the financing of adult basic education. 3. Understands the problems and principles of administration in adult education. 36 4. Knows the historical background of adult education and is aware of how his program fits in. 5. Participates in professional organizations and/or associations of adult education. (p. 65) Penn found that the participants in his study (students, teachers, professors, SDE personnel, and administrators) were in significant agreement as to which competencies were most important and which least important, but they were not in total agreement on which competency should be rated first, second, third, and so forth. Finally, he concluded there was more agreement among the groups about which competencies were least important. Lamorella et a1. (1983) put forth some points to be considered by the new teacher of functionally illiterate adults: "The students in the program are adults with extensive experience and, therefore, should be treated with respect" (p. 90); "'Ihe instructor needs to have knowledge and understanding of the sequence of reading skills" (p. 93); and "'Ihe instructor needs to have knowledge and understanding of the instructional strategies" (p. 94). The authors noted that the ingrained habits and attitudes of adults may inhibit their learning, but they (adults) may learn more quickly if instruction is based on their past experiences (p. 89). In addition, they concluded that a successful adult basic education program will recognize the differences between younger students and adults, provide a setting in which adults' dignity is not threatened, carefully diagnose each adult's needs and capabilities, 37 and prescribe and carefully implement a program to meet each adult's needs within that person's capacities. (p. 94) Smith's (1972) study aimed at determining the perceptions of adult basic education teachers in the states of Oregon, washington, and Idaho regarding their professional educational competency needs. The following competencies were perceived most necessary for ABE teachers by the teachers (listed in rank order according to mean score averages): 1. Be stimulating in your work as a teacher. 2. Make a classroom lesson meaningful to the individual student. 3. Make a classroom demonstration meaningful to the individual student. 4. Motivate the student in the classroom. 5. Provide appropriate practice for cflassroom learning experience. 6.Select instructional materials for the classroom. 7. Provide appropriate practice for skill learning experience. 2% Use questions during the classroom presentations to aid student learning. (pp. 59- 60). Smith found that teaching strategies was the area in which teachers see the greatest need for competency. Discussing the implications of his study, Smith 38 emphasized that the teacher must have a high order of knowledge about the content and the process of teaching. He suggested that the eight "competencies should be of use in determining the relative value of specific courses or course content in developing the ABE teacher preparation program" (p. 64). Furthermore, he added that: One might well conclude that there are commonalities for all teaching and specialized knowledge required for special levels. This would seem to indicate that adult basic education teachers need general preparation as teachers and specialized training for adult education beyond the commonalities. (p. 65) Finally, in specific reference to the Saudi Arabian context, Hamidi (1975), in his study of motivational factors toward literarcy in Riyadh, Saudi Arabia, recommended that teachers try to: (a) deal with illiterates as experienced adults; (b) maintain close personal contact with students; (c) identify and foster the intellectual capacities of their students to the fullest and encourage them to continue to higher education if they desire; and (d) teachers should find out more about the daily lives of students, especially the vocational realities with which students deal (p. 138) VI. In-Service Training for ABE Teachers Because most ABE teachers are elementary, middle and high school teachers, and because differences exist 39 between adults and children in the learning process, ABE teachers need additional training in adult basic education. Jorgenson (1988) pointed out that the role of staff development in adult basic education is to help educators understand the differences between teaching children and helping adults learn. Without staff development, she continued, the principles and techniques teachers would most likely use in the adult basic education classroom are the same ones they learned when training to be educators of children (p. 8). One of her conclusions was that ABE programs must look toward the future: Staff development is needed not only to acquaint ABE facilitators with the process of working with adults but to other challenges that now confront the field. The major challenges include the introduction of computer technology to ABE programs, and the growth in the enrollment of adult functional illiterates. (p. 8) According to Penn (1972), a statewide survey of in-service training needs for teachers in adult basic education was conducted by the Department of Adult Education at Florida State University in 1970. The findings showed that priority areas for in-service training in ABE were: 1. individualized instruction. 2. methods of teaching special groups. 3. textbooks designed for adults and curriculum development. 4. motivation. 5. identification of the adult student and his needs, wants, and goals. 6. testing for adults. 7. experience-sharing workshops. 40 8. recruitment of students. 9. studies of the black race. 10. counseling and guidance. 11. philosophy of adult education. 12. study of the uniqueness of the learning ability or disability of the adult. 13. research trends. l4. evaluation of student. 15. promotional techniques. (pp. 3-4) In a comprehensive needs assessment for Michigan's ABE programs (1978), Macomb County Intermediate School District found the following needs expressed by ABE teachers: (a) training in working with students; (b) increased teacher efforts to survey student learning needs; (c) emphasis on building student self-esteem; (d) emphasis on teacher methodology and curriculum to improve students' employment skills; and (e) staff understanding of the different motivations for which students participate in ABE (pp. 5-6). Thrasher's survey of members of the Washington Corps of Adult Teacher Trainers (cited in Stafford, 1981) found that out of 30 staff development the tOp five priorities were: (a) program p1anning--articulating scope and sequence of instructional goals; (b) recruiting students; (c) student counseling; (d) recognizing and prescribing for learning disabilities; and (e) selection of appropriate instructional materials (p. 11). When Stafford (1981) assessed the in-service training needs of part-time ABE teachers in the state of Washington, he surveyed three groups--teachers, 41 coordinators, and state officials. Stafford found that the part-time teachers expressed the highest degree of need in the areas of materials and teaching aids, and understanding and counseling the adult student. In rank order the top ten needs as seen by ABE teachers were: 1. Know practical ways of motivating ABE students. 2. Become familiar with a wide range of ABE materials. 3. Know about other school and community resources for purposes of referral. 4. Develop or find a usable "scape and sequence" for teaching reading to ABE students. 5. Evaluate your own teaching effectiveness. 6. Develop or find a usable curriculum for ABE students. 7. Provide special help to students with specific problems that affect learning. 8. Initial diagnosis of student learning needs. 9. Raise student's self-concept. lO. Assess student's learning style. (p. 47) Of the three groups, the coordinators and state officials saw more needs than the teachers. The kinds of in-service training needs did not change with experience, only the degree of need changed; more-experienced teachers expressed a lower degree of need than did less-experienced teachers. Stafford reported the greatest disparity of perceptions was between what the teachers themselves saw as needs and what the state-level authorities perceived as needs. 42 Williams (1983) conducted a study to determine if more frequent participation by adult basic education teachers in in-service programs was related to greater job satisfaction, or if factors such as age, sex, years of experience, degree attainment, or coursework in adult education, played a greater role. Williams reported that Scheffé procedures indicated no significant differences (at the 0.05 level) between males and females; among the five age groupings; among those with baccalaureate, masters, or doctorate degrees: between those with greater or lesser coursework in adult education; among those with degrees in areas more or less cogent to ABE; or among those with greater or lesser numbers of years as ABE teachers. On the other hand, persons with less than 1 year in their current post reported significantly less job satisfaction than those with 9 or more years in the same job. Davison (cited in Fenn, 1972) found in his survey of adult basic education teachers in the province of British Columbia, Canada, that ABE teachers desired more training in the principles of adult learning and instruction, the teaching of reading, and communications (p. 2). In addition, Davison found that "the higher the educational level and the greater the experience in teaching, the greater the awareness of the need for learning about adult education" (pp. 2-3). 43 VII. ABE Learner's Characteristics and Learning Without question, in any situation the learner's characteristics affect the learning process. Advance knowledge of the special characteristics of ABE learners will greatly help teachers design appropriate teaching methods that will both meet the needs of adult learners and encourage them to up in the program. ABE Learner's Characteristics ABE teachers should be aware of those particular characteristics that have implications for teaching and dealing with adults. According to Knowles (1970, p. 39), andragogy is premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners, on which traditional pedagogy is premised. These assumptions are that, as a person matures: (a) his self-concept moves from a dependent personality to a self-directing human being; (b) he accumulates experience that becomes a resource for learning; (c) his readiness to learn becomes oriented to the develOpmental tasks of his social role; and (d) his time perspective changes from postponed application of knowledge to immediacy of application, and his orientation toward learning shifts from subject centeredness to problem centeredness. 44 In her guidelines for working with adult learners, Imel (1982) stated that adults possess five characteristics that influence how they learn and which should be considered when developing instructional programs. These important characteristics were: 1. Adult Life Cycle. Every adult progresses through a series of life phases. In each phase of life, certain behaviors and skills--known as developmental tasks--need to be learned. Life-cycle phases influence how individuals approach learning as well as what they want or need to learn. In designing instructional programs, it is helpful to consider the developmental needs of adult learners at specific developmental stages. 2. Immediate Time Orientation. Adult learning is motivated by the need to learn a new task or make a specific decision. Adults are primarily interested in learning knowledge and skills that will be useful in dealing with these specific needs. They want to acquire information for immediate application. 3. Broad Base of Experience. Adults have extensive experiences that influence their ability to perceive, process, and use information. Their experiences result in knowledge that provides a foundation for gaining additional knowledge. Adults learn by relating new material to what they already know and by relating the new information to past experiences. 4. Independent Self-Concept. By adulthood, individuals have developed an independent view of self and rely less on others for direction. Adult learning situations should be designed to allow adults to retain as much autonomy as possible. 5. Social Roles of Adults. The role of learner is a secondary one for adults. Since adults must attend first to their primary roles, such as wage earner, spouse, parent, or 45 citizen, they frequently have limited amounts of energy and time to devote to their roles as learners. (p. 3) ABE Learnigg Planners of adult programs, therefore, should know that an adult is not merely a large child and significant differences exist between children as learners and adults as learners. According to Williams (1980), adult learners would learn more if the following principles of adult learning were considered: 1. The learner must be motivated to learn. 2. The learning situation should take account of individual differences in the speed of learning, depth of learning and amount learned, and the sequences in which responses are learned. 3. What is learned should be reinforced. 4% The learning situation should give opportunities for practice and allow for plateaus. 5. What is learned should not conflict with present views or attitudes--these should be unlearned first. New learning should be built on the learner's present knowledge and attitudes. 6. The learner should be an active participant trying out new responses rather than just listening. 7. The material to be learned should be divided into learnable units and given in an appropriately paced sequence. 8. Coaching or guidance should be given in the development of new responses. 9. What is learned should be capable of being successfully generalized from the_training situation to the work situation and of being appropriately used. 10. What has been learned should be integrated into other activities and other learning. 11. The material to be learned should be presented in a way that will emphasize the characteristics to be learned and do so in a way which is as meaningful as possible to the learner. (p. 387) Knowles (1970) develOped a list of principles for teaching adults which presents a clear picture of the andragogical teaching mode. principles of teaching, he believes, will facilitate the 46 adult learning process: 1. 2. 3. 10. 11. 12. 13. The teacher exposes students to new possibilities for self-fulfillment. The teacher helps each student clarify his own aspirations for improved behavior. The teacher helps each student diagnose the gap between his aspiration and his present level of performance. The teacher helps the students identify the life problems they experience because of the gaps in their personal equipment. The teacher provides physical conditions that are comfortable . . . and conducive to interaction. The teacher accepts each student as a person of worth and respects his feelings and ideas. The teacher seeks to build relationships of mutual trust and helpfulness among the students by encouraging cooperative activities and refraining from inducing competitiveness and judgmentalness. The teacher exposes his own feelings and contributes his resources as a colearner in the spirit of mutual inquiry. The teacher involves the students in a mutual process of formulating learning objectives in which the needs of the students, of the institution, of the teacher, of the subject matter, and of the society are taken into account. The teacher shares his thinking about options available in the designing of learning experiences and the selection of materials and methods and involves the students in deciding among these Options jointly. The teacher helps the students to organize themselves . . . to share responsibility in the process of mutual inquiry. The teacher helps the students exploit their own experiences as resources for learning. The teacher gears the presentation of his own resources to the levels of experience of his particular students. Applyi ng the following 47 14. The teacher helps the students to apply new learnings to their experience, and thus to make the learnings more meaningful and integrated. 15. The teacher involves the students in developing mutually acceptable criteria and methods for measuring progress toward the learning objectives. 16. The teacher helps the students develop and apply procedures for self-evaluation according to these criteria. (pp. 52-53) Summary In this chapter, a brief description of education in Saudi Arabia and the historical development of ABE programs and their present status in Saudi Arabia has been presented. General teacher competencies, ABE teacher's preparation, competency, and needs for in-service training were reviewed, as well as ABE learner‘s characteristics and learning. The review indicated that most ABE teachers in Saudi Arabia were drawn from elementary school teachers and employed in the adult education field without previous preparation. Although the identification of competencies needed for ABE teachers would help the General Trust for Adult Education in selecting capable teachers for working with adult learners and could be used as guidelines for ABE teachers for pre-service or in-service training programs, no projects as of the date of this study were specifically directed toward identifying specific teaching competencies of the ABE teachers in Saudi Arabia. Therefore, the main purpose 48 of the present study is to identify the perceptions of teachers, administrators, and supervisors of ABE programs in Saudi Arabia regarding the competencies needed for ABE teachers. In addition, there was agreement in the literature "that ABE teachers need to have special competencies to deal with and teach adult learners successfully, such as communicating effectively with students, selecting appropriate materials and teaching methods for adult learners, having empathy for adults as learners, and relating classroom work to the adult's individual and needs. The present study's methodology will be described in the next chapter. CHAPTER I I I RESEARCH PROCEDURE The major purpose of this study is to identify the perceptions of teachers, administrators, and supervisors of ABE programs in Saudi Arabia regarding competencies needed for ABE teachers, and to determine the perceived needs for professional development of ABE teachers. The procedures followed in the conduct of this study are discussed in this chapter. The techniques and methods used are treated under nine sections: (a) constructing the instrument; (b) translating the instrument; (c) pilot test; (d) validity; (e) reliability; (f) pOpulation; (g) sampling design; (h) data-gathering procedure; and (i) analyzing the data. Constructing the Instrument To attain the goals of this study, a survey questionnaire was constructed for the purpose of soliciting information from ABE teachers, administrators, and supervisors in order to identify perceived competencies needed for ABE teachers. The questionnaire also enables the ranking of the perceived importance of each competency as it is related to the 49 50 teacher's :fifl: performance, and determines the competencies that ABE teachers need to attain through professional develOpment. After reviewing research studies with similar purposes and the tools utilized in collection of that information, the researcher could not find any single instrument appropriate for the purpose of this study because of the differences in educational systems and cultures. Therefore, the researcher devised a list of 24 competencies that would allow the respondents to rate the competencies according to their importance for ABE teachers. The questionnaire consists of two parts. The first part contains questions pertaining to position; location of employment; years of experience in ABE; level of education; age; full-time job; taking courses in. ABE; attending in-service training related to ABE; and the duration, time, and location of the last in-service training related to ABE. These items are identified as independent variables. The last item in this part asked those respondents who have attended in-service training related to ABE to rate the usefulness of in-service training programs on a scale of four points: "very useful," ”useful,” “somewhat useful," and "not useful." 51 The second part of the questionnaire consists of 24 brief statements that were directly derived or modified from the questionnaires of Bolton (1975), Fenn (1972), Mocker et a1. (1974), Smith (1972), Spungin (1977), Stulac et al. (1978), and zinn (1974). After examining the literature, some additional competency statements were developed by the researcher. The 24 competency statements pertain to four areas, as shown in Table 3.1. Table 3.l--Competency statements by competency areas. Competency Areas Competency Statements Total ABE Curriculum 1, 2, 3, 4 4 ABE Learner 5, 6, 7, 8, 9, 10, ll 7 ABE Scope and Goal 12, l3, 14, 15, 16 5 ABE Instructional Process 17, 18, 19, 20, 21, 22, 23, 24 8 Respondents were asked to rank their perceptions of the importance of each competency for the functioning of an ABE teacher on a scale of four points: "very important," "important," “less important," and "not important." The reported need of each ABE teacher for professional development is recorded on a scale of two points: "adequate" and "inadequate." The administrators and supervisors were asked to indicate the number of Saudi ABE teachers they are responsible foriand the 52 percentage who need additional training in each competency. In addition, the respondents were asked to list any other competencies they feel the ABE teacher needs but are not listed in the questionnaire. Also they were asked to rank the importance of each additional competency for the functioning of ABE teachers on a scale of two points-—"very important" and "important"-- and to indicate the present level of achievement in each competency for ABE teachers on a scale of two points: “adequate“ and "inadequate.” The administrators and supervisors indicate the percentage of ABE teachers who need additional training in eadh competency (see Appendix A for the English version of the questionnaire). Translating the Instrument Because the native language of the respondents is Arabic, the researcher initially translated the English version of the questionnaire into Arabic. The English and Arabic versions were discussed with one Arabic doctoral student at Michigan State University who is a student in linguistics to insure that the Arabic version precisely represented the English version. The revised Arabic form was given to four Saudi students at Michigan State University to determine ambiguous words or statements. Some modifications were made as a result of feedback from this group. 53 To ensure even greater clarity and precision, the researcher reviewed the translation of the questionnaire with members of the English Department, Taif College of Education, and rewrote the Arabic version after making some corrections. The two versions (Arabic and English) of the questionnaire were compared by two professors in the English Department, Taif College of Education, who specialize in linguistics and whose native language is Arabic, to ensure that the translated Arabic version reflects the English version. They reported that the Arabic version precisely represents the English version (see Appendix C). The Arabic version of the questionnaire was reviewed by the Educational Sciences Department at the College of Education in Taif to vouch that suitable and appropriate educational terms were used. Finally, the Arabic version was inspected by the Arabic Language Department at the College of Education in Taif to ensure its clarity, readability, and grammar (see Appendix B for the full Arabic version of the questionnaire). Pilot Test Borg and Gall (1983) recommend that, "For pre-test you should select a sample of individuals from a population similar to that from which you plan to draw your research subjects" (p. 425). Therefore, to finally ensure that the questionnaire items would be clear to 54 the study's subjects, the final questionnaire was pilot-tested at two ABE centers in Taif on two administrators and eight teachers who were employed in and familiar with ABE programs. The researcher distributed the questionnaire to these respondents in order to explain the purpose of the study and to discuss their comments and suggestions. All the respondents returned the completed questionnaire within two days. The pilot test revealed that some respondents experienced some difficulty in understanding the terms of “competency" and "region." To amend this ambiguity, the researcher included a definition of competency and region in the final draft of the questionnaire. Validity Ary et a1. (1972) spell out the importance of instrument validation and its process by stating: Content validity is essentially and of necessity based on judgment. The test maker may ask a number of experts to examine the items systematically and indicate whether or not they represent sufficiently well the theoretical universe from which they were drawn. (p. 192) To obtain validation of the research instrument for this study, the following steps occurred: a. reviewed related literature for this study and borrowed most of the questionnaire items with some modifications, as indicated in the section of this study concerned with constructing the questionnaire. 55 b. consulted with the academic advisor and advisory committee members to obtain their comments and suggestions. c. administered the questionnaire to six Saudi doctoral students at Michigan State University for the purposes of editing and checking the clarity, as well as the readability, of the questionnaire. Based on the reactions, recommendations, and comments of the academic advisor, advisory committee members, and participants on the pilot test of the survey questionnaire, the questionnaire items were reduced from 40 to 24 items and some corrections were made. Reliability According to Ary et a1. (1972), "The reliability of a measuring instrument is the degree of consistency with which it measures whatever it is measuring" (p. 200). The Cronbach's alpha reliability coefficient was used to estimate the reliability of the second part of the survey questionnaire. The overall reliability coefficient of this study's questionnaire was .823. This result indicated that the items on the second part of the survey questionnaire had an acceptable level of reliability. 56 Population The target pepulation for this study comprised two sub-groups. The first was all teachers, administrators, and supervisors of ABE centers operated under the Ministry of Education in the five cities encompassed by the study. These five cities were chosen because they each had a large number of ABE centers at the time this study was conducted, and because they are located in the five geographical and administrative regions of Saudi Arabia (see Table 3.2). The second sub-group was all administrators and supervisors of ABE programs at the Ministry of Education who had engaged in ABE programs during the 1987-88 academic years. From this target population, the researcher obtained the sample for collecting this study's data. Table 3.2--Distribution of ABE centers and cities by region. Region City Number of ABE Centers Central Riyadh 26 western Taif . 11 Eastern Dammam 6 Northern Tabouk 6 Southern Abha 5 Total 54 Source: Lists of the ABE centers in adult education departments in each selected city during the second term of the 1987-88 academic year. 57 29:12 Three subsamples--ABE centers, ABE teachers, and administrators of ABE centers--were randomly selected from the target population. The sampling procedure was as follows: ABE Centers - From the list of ABE centers in adult education departments in each selected city, the researcher randomly selected 75% of the ABE centers in each city. The number of selected ABE centers is shown in Table 3.3. Table 3.3--Distribution of selected ABE centers for the study by city. City Number of selected ABE centers Abha 4 Dammam 5 Riyadh 20 Tabouk 5 Taif 8 Total 42 ABE Teachers - All teachers in each selected center were listed and four from each were randomly selected. Administrators - All of the administrators of the selected centers in each city were included, in addition 58 to the administrators of ABE programs at the Ministry of Education. All ABE supervisors in the five cities and of the Ministry of Education were included in the sample of the study. Table 3.4 displays the number of selected teachers, administrators, and supervisors. Table 3.4--Distribution of the study's selected sample by city and position. City Teachers Administrators Supervisors Abha 16 4 l Dammam l4 5 2 Riyadh 79 21* 8** Tabouk 8 5 1 Taif 32 8 3 Total I19" '23— Ts," *20 administrators in ABE centers and one administrator at the Ministry of Education. **Six Ministry of Education supervisors and two District supervisors. Data-Gathering Procedure After the research proposal was approved by the researcher's doctoral committee in March 1988, and subsequent approval granted by the University Committee on Research Involving Human Subjects (UCRIHS), the researcher traveled to Saudi Arabia for data gathering. 59 Upon arrival in Saudi Arabia on April 1, 1988, the researcher submitted a copy of the approved preposal, along with a letter from his advisor, to the Educational Sciences Department at the Education College in Taif in order to obtain approval for conduct of this study. Such approval was obtained. The researcher presented a letter from the vice-president of Umm Al-Qura University (the researcher's sponsor) to the Ministry of Education informing them of the study's purpose, asking permission for the research to be conducted, and seeking their c00peration with the researcher while he conducted the study in the selected cities (Abha, Dammam, Riyadh, Tabouk, and Taif). Five letters--written to selected districts in order to explain the purpose of the study and to help the researcher in data collection--were obtained from the trustee of the General Trust for Adult Education at the Ministry of Education. In addition, the Adult Education Department in the selected school districts provided a letter to each selected ABE center, introducing the researcher and approving distribution of the questionnaires in their ABE centers (see Appendix C for copies of the aforementioned letters). The researcher established contact with each selected city school district and selected a sample of ABE centers. Although it was assumed that the study subjects were sufficient in number to complete the questionnaire, the researcher distributed the 60 questionnaire forms in all selected ABE centers, except for six ABE centers in Riyadh, and explained the instructions to the administrators. The administrators were then asked to explain the instructions to the teachers. Most of the distributed questionnaires were collected by the researcher from selected ABE centers. A high rate of returned questionnaires was achieved: 204 of the 207 distributed questionnaires were returned (98.5%). Because they were complete, all returned questionnaires were used. Table 3.5 shows the number of distributed and returned questionnaire forms for eadh group. Data-gathering began on April 12, 1988, and ended on JUne 22, 1988. Table 3.5--NUmber of distributed and returned questionnaires by position. Position Distributed Returned Percentage Teachers 149 147 98.7% Administrators 43 43 100% Supervisors 15 14 93.3% Total 207 204 98.5% Analyzing the Data After all data had been gathered, the responses of all respondents were coded onto data sheets for analysis procedures. Data were analyzed at the Michigan State 61 University Computer Center with the use of Statistical Package for the Social Sciences (SPSS) software. Frequency and percentage distributions were used to describe the sample characteristics. The mean and standard deviation were used to represent the degree of importance on the specific competencies and competency areas for all groups of respondents according to their position. Mean percentage of the perceived need of the competencies and competency areas was used to represent the degree of need of these competencies and competency areas for ABE teachers' professional development as perceived by administrators and supervisors. For teachers, the percentage of the number of teachers who needed these competencies and competency areas for their professional development was used to indicate the degree of need. For comparing the importance of the competency areas by the background variables, the mean of the perceived importance was categorized into four groups: 1.00 - 1.49 very important 1.50 - 2.49 important 2.50 - 3.49 less important 3.50 - 4.00 not important For comparing the need of the competency areas by the background variables, the reported/perceived percentage of the number of teachers who needed the competency areas was also categorized into four groups: 62 75 - 100 very highly needed 50 - 74.9 highly needed 25 - 49.9 moderately needed 0 - 24.9 lowly needed Summary Chapter III presented the research procedure used in this study. The chapter contained a description of instrument construction; translation of the instrument; pilot testing; validity; reliability; pOpulation; and sampling, data-gathering, and analysis procedures. An analysis of the data is presented in Chapter IV. CHAPTER IV DATA ANALYSIS This chapter presents sample characteristics and results of data analysis. These characteristics are age, highest degree, teaching experience in general education, years of experience in ABE, years of teaching experience in ABE, taking/not taking courses in ABE, and attending/not .attending inrservice training. The analysis is divided into the following sections: (a) importance of competencies, (b) respondents' characteristics in relation to their perceptions of importance of competencies, (c) professional development needs of ABE teachers, and (d) respondents' characteristics in relation to their perceptions of ABE teachers' need for professional development. Sample Characteristics For this study, 207 persons were contacted and received a questionnaire; 204 questionnaires were returned (98.5% response rate). Of the 204 respondents, 147 (72.1%) were teachers, 43 (21.1%) were administrators, and 14 (6.8%) were supervisors. Table 4.1 shows the distribution of respondents according to their work location. As shown in Table 4.1, 63 64 Table 4.1—Distribution of respondents according to location of work. Teachers Administrators District Ministry Supervisors Supervisors City (kgion) f % f % f % f % Riyadh (Central) 77 52.4 21 48.8 2 22.2 5 100 Taif (Western) 32 21.8 8 18.6 3 33.3 - Damnam (matern) 14 9.5 5 11.6 2 22.2 - Abha (Southern) 16 10.9 4 9.3 1 11.1 - Tabouk (Northern) 8 5.4 5 11.6 1 11.1 - Total 147 100 43 100 9 100 5 100 f = frequency more than half of the teachers (77, or 52.4%) were from Riyadh, 32 (21.8%) were from Taif, 14 (9.5%) were from Dammam, 16 (10.9%) were from Abha, and 8 (5.4%) were from Tabouk. Ofthe administrators, 21 (48.8%) were from Riyadh, 8 (18.6%) were from Taif, 5 (11.6%) were from Dammam, 4 (9.3%) were from Abha, and 5 (11.6%) were from Tabouk. Of the district supervisors, 3 (33.3%) were from Taif, 2 (22.2%) each were from Riyadh and Dammam, and 1 (11.1%) each were from Abha and Tabouk. All five Ministry supervisors were from Riyadh. Table 4.2 presents the distribution of respondents according to whether they were working full-time or part-time. The results of Table 4.2 show that all of the teachers were working part-time in ABE, whereas a 65 Table 4.2-Distribution of respondents according to whether their job is full-time or part-time. Teachers Administrators District Ministry Supervisors Supervisors Job Status f % f % f % f % Part-time 147 100 42 97. 7 - - Full—time - 1 2 . 3 9 100 5 100 Total 147 100 43 100 9 100 5 100 majority of the administrators (42, or 97.7%) were working part-time in ABE and all the supervisors at both the district and Ministry level were working full-time in ABE. As can be seen in Table 4.3, the majority of teachers (131, or 89.1%) were elementary school teachers, 4 (2.7%) were middle school teachers, 1 (0.7%) was a high school teacher, and 11 (7.5%) were elementary school administrators. Two-thirds of the administrators (28, or 66.7%) were elementary school administrators, 6 (14.3%) were middle school administrators, 2 (4.8%) were high school administrators, 3 (7.1%) were elementary school teachers, and 3 (7.1%) were high school teachers. Age The distribution of respondents according to age is presented in Table 4.4. The results show that the majority of teachers were between 25-44 years of age 66 Table 4.3--Distribution of respondents by type of full- time position. Teachers Administrators Full-Time Position f % f % Elementary School Teacher 131 89.1 3 7.1 Middle School Teacher 4 2.7 - High School Teacher 1 0.7 3 7.1 Elementary School Administrator 11 7.5 28 66.7 Middle School Administrator - 6 14.3 High School Administrator - 2 4.8 Total 147 100 42 100 Table 4.4—-Distribution of respondents by age. Teachers Administrators District Ministry Emmervhxxs Emmervnxxs Age f % f % f % f % 20-24 years 7 4.8 - - - 25-34 years 58 39.4 9 20.9 1 11.1 - 35-44 years 67 45.6 20 46.5 3 33.3 5 100 45-54 years 15 10.2 12 27.9 5 55.5 - owa:543mars - 2 4.7 - - Total 147 100 43 100 9 100 5 100 67 (125, or 85%); 15 (10.2%) were between 45-54 years of age. Of the administrators, 9 (20.9%) were between 25-34 years of age; almost half (20, or 46.5%) were between 35-44 years; and 12 (27.9%) were between 45-54 years. Four (44.5%) of the district supervisors were between 25-44 years of age, and 5 (55.5%) were between 45-54 years of age. All of the Ministry supervisors were between 35-44 years of age. Highest Degree The distribution of respondents according to the highest degree held is shown in Table 4.5. The results indicate that 6 (4.1%) teachers had an Elementary Institute for Teachers diploma, 26 (17.7%) had an Upgrading Center diploma, 39 (26.5%) had a Secondary Institute for Teachers diploma, 59 (40.1%) had a Junior College diploma, and 17 (11.6%) had a bachelor's degree. Of the administrators, 9 (20.9%) had an Elementary Institute for Teachers diploma, 6 (14.0%) had an Upgrading Center diploma, 5 (11.6%) had a Secondary Institute for Teachers diploma, 8 (18.6%) had a Junior College diploma, 12 (27.9%) had a bachelor's degree, and 3 (7.0%) had a master's degree. One (11.1%) of the district supervisors had an Elementary Institute for Teachers diploma, and 8 (88.9%) had a bachelor's degree. All of the Ministry supervisors had a bachelor's degree. 68 Table 4. S—Distribution of respondents by degree. Teachers Administrators District Ministry Supervisors Supervisors Degree f % f % f % f % EI Teachers 6 4.1 9 20.9 1 11.1 - Upgrading Center 26 17. 7 6 14.0 - - SI Teachers 39 26.5 5 11.6 - - Junior College 59 40.1 8 18.6 - - Bachelor' 3 17 ll. 6 12 27.9 8 88. 9 5 100 Master's - 3 7.0 - - Total 147 100 43 100 9 100 5 100 EI Teachers = Elementary Institute for Teachers SI Teachers =- Secondary Institute for Teachers Years of Teadhing Experience in General Education According to the results shown in Table 4.6, 44 (29.9%) of the teachers had more than 18 years of teaching experience in general education, 42 (28.5%) had between 13-18 years of experience, 38 (25.8%) had between 7-12 years, and 23 (15.7%) had no more than 6 years of experience. Twenty-four (55.8%) of the administrators had more than 18 years of teaching experience in general education, 10 (23.2%) had between 13-18 years of experience, 6 (13.9%) had between 7-12 years, and 3 (7. 0%) had no more than 6 years. 69 Table 4.6—Distribution of respondents by years of teaching experience in general education. Teachers Administrators District Ministry Years of Supervisors Supervisors Experience f % f % f % f % No experience - - 1 11.1 - Not nore than 6 years 23 15.7 3 7.0 5 55.5 3 60 7—12 years 38 25.8 6 13.9 2 22.2 2 40 13-18 years 42 28.5 10 23.2 - - More than 18 Total 147 100 43 100 9 100 5 100 Five (55.5%) district supervisors had no more than 6 years of teaching experience in general education, 2 (22.2%) had between 7-12 years, 1 (11.1%) had more than 18 years, and 1 (11.1%) had no experience. Three (60%) Ministry supervisors had no more than 6 years of experience, and 2 (40%) had between 7-12 years of teaching experience in general education. Years of Experience in ABE The distribution of respondents according to years of experience in adult basic education is presented in Table 4.7. (The results indicate that two-thirds (100, or 68%) of the teachers had no more than 6 years of experience in ABE, 31 (21%) had between 7-12 years of 70 Table 4.7—Distribution of respondents by years of experience in ABE. Teachers Administrators District Ministry Years of Supervisors Supervisors Experience f % f % f % f % Not nore than 6 years 100 68 25 58. l 3 33.3 2 40 7—12 years 31 21 4 9.3 1 11.1 3 60 13-18 years 11 7.5 7 16.3 1 ll. 1 - More than 18 years 5 3.4 7 16.3 4 44.4 - Total 147 100 43 100 9 100 5 100 experience, 11 (7.5%) had between 13-18 years, and 5 (3.4%) had more than 18 years. Twenty-five (58.1%) of the administrators had no more than 6 years of experience in ABE, 4 (9.3%) had between 7-12 years of experience, 7 (16.3%) had between 13-18 years, and 7 (16.3%) had more than 18 years. Four (44.4%) district supervisors had more than 18 years of experience in ABE, while 3 (33.3%) had no more than 6 years. Three (60%) of the Ministry supervisors had between 7-12 years of experience in ABE, while 2 (40%) had no more than 6 years. Years of Teaching Experience in ABE According to the results shown in Table 4.8, two-thirds (100, or 68.5%) of the teachers had no more 71 Table 4.8—Distribution of respcndents by years of teaching experience in ABE. Teachers Administrators District Ministry Years of Supervisors Supervisors Experience f % f % f % f % No experience - 3 7.0 8 88.9 4 80 Not mre than 6 years 100 68.5 24 55.9 1 11. l l 20 7—12 years 32 21.9 7 16.3 - - 13-18 years 9 6.1 5 11.7 - - More than 18 Total 146 100 43 100 9 100 5 100 than 6 years of teaching experience in ABE, 32 (21.9%) had between 7-12 years,, 9 (6.1%) had between 13—18 years, and 5 (3.4%) had more than 18 years. More than half of the administrators (24, or 55.9%) had no more than 6 years of teaching experience in ABE, 7 (16.3%) had between 7-12 years, 5 (11.7%) had between 13-18 years, 4 (9.3%) had more than 18 years, and 3 (7%) had no teaching experience in ABE. The majority of district supervisors (8, or 88.9%) and Ministry supervisors (4, or 80%) had no teaching experience in ABE. 72 Taking Courses in ABE The results shown in Table 4.9 indicate that while 57 (39.9%) of the teachers had taken courses in ABE during their pre-service program, the majority (86, or 60.1%) had not taken any courses in ABE. Similarly, 12 (28.6%) of the administrators had taken courses in ABE during their pre-service, while the majority (30, or 71.4%) had not taken any courses in ABE. District supervisors were about evenly divided, with 4 (44.4%) having taken courses in ABE during their pre-service program and 5 (55.6%) having not taken any courses. Of the Ministry supervisors, 3 (60%) had taken courses in ABE, while 2 (40%) had not. Table 4.9—Distribution of respondents by taking/not taking courses in ABE during their pre-service program. Teachers Administrators Di strict Ministry Took ABE ‘ Supervisors Supervisors (burses f % f % f % f % Yes 57 39. 9 12 28. 6 4 44. 4 3 60 No 86 60 . l 30 71 . 4 5 55 . 6 2 40 Total 143 100 42 100 9 100 5 100 Attending In-Service Training Programs The results shown in Table 4.10 reveal that the majority of the teachers (125, or 85%) had not attended in-service training programs related to ABE, while a 73 Table 4.10-Distribution of respondents by attendance at in-service training programs related to ABE. Teachers Admi nistrators District Mi ni stry Supervisors Supervi sors Attendance f % f % f % f % Yes 22 15 . 0 14 32. 6 6 66. 7 3 60 No 125 85.0 29 67.4 3 33.3 2 40 Total 147 100 43 100 9 100 5 100 small minority (22, or 15%) had attended such training programs. Twenty-nine (67.4%) administrators had not attended in-service training programs related to ABE, while 14 (32.6%) had attended. Six (66.7%) district supervisors had attended in-service training programs, while 3 (33.3%) had not attended such programs. Finally, 3 (60%) Ministry supervisors had attended in-service training programs related to ABE, while 2 (40%) had not attended. Number of In-Service Training Programs According to the results presented in Table 4.11, a majority of the teachers (20, or 91%) and a majority of the administrators (12, or 85.7%) who had attended in-service training programs related to ABE had attended only one such program. Two (33.3%) district supervisors who had attended in—service training programs related to ABE had attended four programs, while 2 (33.3%) had 74 Table 4.1l-Distribution of respondents by the number of in-service training programs attended in ABE. NLmIber of Teachers Administrators District Ministry In-Service Supervisors Supervisors Program f % f % f % f % One 20 91.0 12 85.7 1 16.7 1 33.3 Ten 1 4. 5 l 7. 1 2 33 . 3 l 33 . 3 Three 1 4.5 l 7.1 1 16.7 1 33.3 Four - - 2 33 . 3 - Total 22 100 14 100 6 100 3 100 attended two programs. One (33.3%) of the Ministry supervisors who had attended in-service training programs related to ABE had attended three programs, one (33.3%) of the Ministry supervisors had attended two programs, and one (33.3%) of the Ministry supervisors had attended one program. Duration of Last In-Service Program The results shown in Table 4.12 indicate that for the teachers who had attended in-service training programs, 13 (61.9%) reported that the duration of the last program attended was 4-6 weeks, 5 (23.8%) reported a duration of 1—3 weeks, 2 (9.5%) reported 7-9 weeks, and 1 reported that the last program attended was 36 weeks long. Half (7, or 50%) of the administrators who had attended in-service training programs attended the 75 Table 4.12—Distribution of respondents by the duration of their last in-service training program, in weeks. Teachers Administrators District Ministry Supervisors Supervisors Duration f % f % f % f % 1-3 weeks 5 23.8 3 21.4 2 33.3 2 66. 7 4—6 weeks 13 61.9 7 50.0 1 l6. 7 1 33.3 7-9 weeks 2 9. 5 4 28. 6 - .. 10-12 weeks - - l 16. 7 - 24 weeks - - 1 l6. 7 - 36 weeks 1 4.8 - 1 16. 7 - Total 21 100 14 100 6 100 3 100 program for a duration of 4-6 weeks, 4 (28.6%) for a duration of 7-9 weeks, and 3 (21.4%) for a duration of 1-3 weeks. Of the district supervisors who had attended in-service training programs, one-third (2, or 33.3%) attended the program for 1-3 weeks. Of the Ministry supervisors who had attended in-service training programs, 2 (66.7%) had attended the last program for 1-3 weeks ’and 1 (33.3%) for a duration of 4—6 weeks. Time of Last In-Service Program As can be seen from Table 4.13, two-thirds (14, or 66.7%) of the teachers who had attended in-service training programs attended the last program more than 36 months ago, 4 (19.0%) had attended the last program 76 Table 4.13—Distribution of respondents according to when the last in-service training program was attended, in mnths. When Last Teachers Administrators District Ministry Program Was Supervisors Supervisors Attended f % f % f % f % Bring past 12 nonths 4 19.0 2 14.2 1 20.0 - Daring past 24 months 1 4.8 1 7. l - - During past 36 months 2 9.5 - - 1 33.3 More than 36 nonths 14 66.7 11 78.6 4 80.0 2 66.7 Total 21 100 14 100 5 100 3 100 during the past 12 months, and 2 (9.5%) had attended the last in-service training program during the past 36 months. The majority of the administrators (11, or 78.6%) who had attended in-service training programs attended the last in-service training program more than 36 months ago, while 2 (14.2%) attended the last in-service training program during the past 12 months. Of those who had attended in-service training programs, the majority of the district supervisors (4, or 80%) and of the Ministry supervisors (2, or 66.7%) attended the last program more than 36 months ago. 77 Location of Last In-Service Program The results shown in Table 4.14 indicate that the majority of the teachers (20, or 95.2%) who had attended in-service training programs in ABE attended the last program in Riyadh. The majority of the administrators (12, or 85.7%) who had attended such programs attended the last program in Riyadh, whereas one administrator (7.1%) attended the last program outside of Saudi Arabia. Two (33.3%) of the district supervisors who had attended in-service training programs attended the last program in Riyadh, and three (50%) attended the last program outside of Saudi Arabia. Two (66.7%) of the Ministry supervisors who had attended in-service training programs in ABE attended the last program outside Saudi Arabia. Table 4.14—Distribution of respondents according to location of last in-service training program. Teachers Administrators District Ministry Supervisors Supervisors location f % f % f % f % Riyadh 20 95.2 12 85. 7 2 33.3 1 33.3 Taif l 4. 8 - l 16. 7 - Abha - 1 7. 1 - - Outside Saudi Arabia - l 7. l 3 50.0 2 66.7 Total 21 100 14 100 6 100 3 100 78 Analys i s of Re sponses This section attempts to answer the research questions of thi 3 study by analyzi ng the responses regarding the perceived importance and need for professional development of ABE teaching competencies. Importance of Competencies In this section, responses regarding the importance of the 24 ABE teaching competencies are analyzed to obtain answers to research questions 1 and 2. Perceptions of Teachers, Administrators, and Supervisors Regarding the Importance of Competencies Research Question 1: To what extent do teachers, administrators, and supervisors of ABE programs in Saudi Arabia perceive the importance of the need for ABE teaching competence that stresses: (a) ABE curriculum, (b) ABE learner, (c) ABE scope and goal, and (d) ABE instructional process; and are there differences among the perceptions of the three groups? To answer this question, the perceptions of the teachers, administrators, and supervisors regarding the importance of the 24 ABE teaching competencies were tabulated in Table 4.15 in rank order from highest to lowest importance according to the overall mean. The rank order of the 24 competency statements according to the mean of perceived importance by each group is presented in Appendix D. The mean of the perceived importance was categorized into four groups: 79 so.0a«>oo 0000:000 u on ones 0 M 00. ~0.~ 00. 00.. 0.. .00.. 00. 00.0 00. 00.0 00000.00000 0.000000. 00...00 00 .0...00 .0.. 0~.~ 00. 0~.~ 00. ...~ .0.. .0.~ 00.. m~.~ 00000 0.000000. .000.0.00. 00.0000 00. ~0.~ 0... 00.0 00. 00.0 00. 00.0 00. 00.. 00.000 00.000 00 000000000 .000. 00.0000 00. mo.. .0. oo.~ om. oo.~ no. oo.~ we. om.. noosou .0.000 new Housanso no.3ocx 00. .0.. 00. 00.. 0... ...~ ~.. 00.. 00. 00.. 00.00000 000.0000. 0000 00.000 00.0000 00. 00.. .0. 0~.~ .0. -.~ .0. 0... e0. 0... 00.000 0.00 00 0000.00000 000.000000 000 00...00 00. 00.. 00. 00.. 00. 00.. 00. 00.. 00. 0... 0000000u0.00 00.0.000 00.0000 00.000 0.00 00...00 00. ~0.. 00. 00.. .0. 00.. 00. .0.. 00. 00.. 00.0.0.000 00.00.0000 000.0000000 000.00 00 ..0< 00. 00.. 00. 00.. 00. 0... .0. 00.. .0. 00.. 00.000 00 0.00.0000 0.00..000 00000 00 00...00 00. 00.. .0. 00.~ 00. 00.. 00. 00.. 00. 00.. 00.000 000000000 000: 00.0000 00. 00.. 00. 00.. m... 00.0 0.. 0... 00. .0.. 00.000 00 0000000000 0. 000000000.0 00.0002 00. .0.. 00. 00.. 00.. 0... 00. 00.. 00. 00.. 00000000 000 00 0.000 00000000. 00 00...00 00. 00.. 00. 00.. .0. 00.. 00. .0.. 00. .0.. 0000.00000 00.000.000 0.000 000.0000000 0.000 00. 00.. 00. 00.. 00. 00.. 00. 00.. 00. 00.. 0000 00.0000 000 00000000000 00000.00. 00 00...00 00. 00.. 00. 00.. 00. «0.. .0. 00.. 00. 00.. 000 0. 0000000.0000 :00 00 0000000. 00.000: 00. 00.. 00. 00.. 00. 00.. 00. 00.. 00. 00.. 000000.... 00 000.0000 000 000000 00.0000 00. 00.. 00. 00.. .0. .0.. 00. .0.. 00. 00.. 0.000 .000.0000000. 000 00 .0...00 00. «0.. 00. 0~.. .0. 00.. 00. 00.. N0. 00.. 000.0000 0.000 00 0000000 000.00 00 .0...00 00. 00.. 00. 00.. 00. 00.. 00. 00.. .0. 00.. 00.000 00.0 0.00.000000 00.000.000000 .0. 00.. 00. 00.. 00.. .0.. 00. 00.. 00. 00.. 00.000 00.0 0000000 .0000: 000.00000 00 00...00 .0. 00.. 00. 0~.. 00.. 0... 00. 00.. 00. .0.. 00.000 00 0000000 00 00 0000 00.000 00.000: 00. ~m.. 00. 00.. 00. 00.. 0.. 00.. m0. .0.. 0.000 000 0..00 .000000000.0 00.0000. 00.0000 .0. .0.. 00. 00.. 00. 00.. 00. 00.. .0. 0~.. 00.000 00 000.0000000 0000000 000 00 .0...00 00. 0m.. 00. 00.. 00. 00.. 00. 00.. 00. 0~.. 00.000 00...00.0000 00.00000 00 .000 00.000. an m on m on u on u. on .N .0000.>0Lnnav 00020000m honouoaeoo ..< neon.>to 0m neon.>toasm 00000000 00080000 0000.00: 00.000.0 (.0.000 .uson.>toasn 0000.0.x 0:0 .0eon.>toasn 00.00000 .00000000.c.s00 .00000000 00 0000300000 noco0vas00 0N 0:0 co 00.3000 00 000.00.000 00000000 0:0 0:00:utm..= 0.000 80 1.00 — 1.49 very important N 01 O I w .0 so less important 3.50 - 4.00 not important As shown in Table 4.15, there is no total agreement among the groups in the number of competencies or the kind of competencies perceived as "very important." Nine competencies were perceived as "very important" by teachers and Ministry supervisors, ten by administrators, and eight by district supervisors. Only three competency statements, "knowing the goal of teaching reading, writing, and mathematics to adults," "knowing learning differences between children and adults," and "ability to relate content to real life problems of adults" were perceived as "very important" by each group with different rank order. For example, teachers rated the competency of "knowing the goal of teaching, reading, writing, and mathematics to adults" as most important, whereas administrators rated it second, Ministry supervisors rated it fourth, and district supervisors rated it sixth. Three competencies were perceived as "less important" by administrators: "ability to utilize learner's experiences", "knowing individual learners' needs", and by district and Ministry supervisors "knowing local resources to assist adults." None of the 24 competencies were perceived by any group as 81 not important." The ten competencies perceived overall as being "very important" for ABE teachers were, in the following order of importance: knowing the goal of teaching reading, writing, and mathematics to adult learners: ability to use a variety of appropriate adult teaching methods: knowing learning differences between children and adults: knowing that adults need to be treated as adults at all times: ability to establish mutual respect with adults: communicating effectively with adult learners: ability to relate content to real life problems of the adult leaners: ability to use instructional media provided to adult learners: knowing major causes of illiteracy and its problems: keeping informed (n1 new developments, recommendations, and issues in ABE. Four of the ten competencies above reflected respondents' concerns about the ABE instructional process. Three indicated the importance of competencies in ABE sc0pe and goal. Two pertained to the ABE learner and one concerned ABE curriculum. 82 In descending order, the five competencies of least importance to ABE teachers, as judged by overall means, were: - knowing adult learners want immediate benefits from what they learn: - knowing cultural and social forces that influence adult learning: - knowing local resources and agencies providing assistance and services to adult learners; - knowing individual learners' needs; - ability to utilize adult learners' experiences in teaching lessons. Importance of Competency Areas Table 4.16 presents the means for the importance of the four selected competency areas as perceived by teachers, administrators, district supervisors, and Ministry supervisors. According to Table 4.16, for the teachers the following areas of competency were perceived in order of highest to lowest mean: (a) ABE scOpe and goal, (b) ABE curriculum, (c) ABE instructional process, and (d) ABE learner. For the administrators, the order was: (a) ABE curriculum, (b) ABE scope and goal, (c) ABE instructional process, and (d) ABE learner. For the district supervisors, the order was: (a) ABE curriculum, (b) ABE scope and goal, (c) ABE instructional process, and (d) ABE learner. Finally, for the Ministry supervisors, the order was: (a) ABE curriculum, (b) ABE instructional process, (c) ABE scope and goal, and (d) ABE learner. 83 Table 4.16—Means and rank of importance of oonpetency areas as perceived by teachers, administrators, district supervisors, and Ministry supervisors. Teachers Administrators District Ministry Competency Supervisors Supervisors Area Mean rank Mean rank Mean mnk Mean Rank ABE Qirriculum 1.60 (2) 1.52 (1) 1.58 (l) 1.45 (1) ABE Learner 1.67 (4) 1.8) (4) 1.83 (4) 1.77 (4) ABE Scope & Goal 1.55 (1) 1.66 (2) 1.69 (2) 1.72 (3) ABE Instructional Process 1.61 (3) 1.68 (3) 1.72 (3) 1.65 (2) Respondents' Characteristics in Relation to Their Perceptions of Importance of Competencies Research Question 2: Are there differences in the perception of the importance of ABE teaching competencies related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of in-service training. The mean was utilized to discover whether the characteristics of teachers, administrators, and supervisors affect their perceptions with regard to the importance of competencies. in Relation to Their Teachers' Characteristics Perceptions of Four Selected Competency Areas. Table 4.17 presents the means of importance of four selected competency areas as perceived by teachers according to their age. The means of importance of each competency 84 Table 4.17—Means of inportance of competency areas teachers, according to age. as perceived by Age in Years Area 21-24 25-29 30—34 35-39 40-44 45-54 ABE curriculum 1.89 1.64 1.65 1.60 1.47 1.60 ABE learner 1.67 1.71 1.66 1.72 1.61 1.60 ABE scope a. goal 1.42 1.54 1.56 1.58 1.59 1.40 ABE instructional process 1.55 1.63 1.64 1.62 1.65 1.44 area for various age groups are compared based on the interpretation of the mean response given in Chapter III. Teachers in the age group of 40-44 years perceived the competency in understanding ABE curriculum as "very important," while those in the remaining age groups perceived such competency as "important." Teachers in all age groups perceived the competency in understanding ABE learner as "important." Teachers in the age groups of 21-24 years and 45-54 years perceived the competency in understanding ABE sc0pe and goal as "very important," while those in the remaining age groups perceived such competency as "important." Finally, teachers in the age group of 45-54 years perceived the competency in understanding ABE instructional process as "very important," while those in the remaining age groups perceived such competency as "important." 85 Table 4.18 presents the means of importance of four selected competency areas as perceived by teachers according to their highest degree. Teachers with Elementary Institute for Teachers degrees perceived the competency in understanding ABE curriculum as "very important," while those in the remaining degree groups perceived such competency as " important." Teachers in all degree groups perceived the competency in understanding ABE learner as "important." Teachers in the degree groups of Upgrading Center and Bachelors/Masters degrees perceived the competency in understanding ABE scope and goal as "very important," while those in the remaining degree groups perceived such competency as "important." Finally, teachers with an Elementary Institute for Teachers degree perceived the competency in understanding ABE instructional process as "very important," while those in the remaining degree groups perceived such competency as "important." Table 4.19 presents the means of importance of four selected competency areas as perceived by teachers according to their teaching experience in general education. Teachers in all experience groups perceived the competency in understanding ABE curriculum as "important." Teachers in the experience group of 4—6 years perceived the competency in understanding ABE learner as "very important," while 86 Table 4.18—Means of importance of coupetency areas as perceived by teachers , according to degree . Elementary Secondary Bachelors Institute Upgrading Institute Junior or Area fa: Teachers Center for Teachers College Masters ABE curriculum 1.33 1. 56 1.61 1.66 1.60 ABE learner 1.52 1.57 1.66 1.69 1.77 ABE scope 8. goal 1.67 1.48 1.61 1.60 1.47 ABE instructional process 1.44 1.56 1.69 1.63 1.50 Table 4.19—Means of importance of coupetency areas as perceived by teachers, according to teaching experience in general education. Experience in Years Area 1-3 4—6 7-9 10—12 13-15 16—18 over 18 ABE curriculum 1.83 1. 50 1. 75 l. 64 1. 59 l. 58 l. 55 ABE learner 1.96 1.47 1.57 1.71 1.73 1.67 1.58 ABE scope &goa1 1.67 1.36 1.56 1.56 1.60 1.66 1.49 ABEinstructional process 1.55 1.51 1.69 1.59 1.67 1.66 1.59 87 those in the remaining experience groups perceived such competency as "important." Teachers in the experience groups of 4-6 years and more than 18 years perceived the competency in understanding ABE sc0pe and goal as "very important," while those in the remaining experience groups perceived such competency as "important." Finally, teachers in all experience groups perceived the competency in understanding ABE instructional process as "important." Table 4.20 presents the means of importance of four selected competency areas as perceived by teachers according to their teaching experience in ABE. Teachers in experience groups of 4-6 years and more than 12 years perceived the competency in understanding ABE curriculum as "very important," while those 1J1 the remaining experience groups perceived such competency as "important." Teachers in the experience group of 10-12 years perceived the competency in understanding ABE learner as "very important," while those in the remaining experience groups perceived such competency as "important." Teachers in experience groups of 10-12 years and more than 12 years perceived the competency in understanding ABE scope and goal as "very important," while those in the remaining experience groups perceived such competency as "important." Finally, teachers in all. experience groups perceived the competency understanding ABE instructional process as "important." 88 Table 4.20—Means of inportance of competency areas as perceived by teachers, according to teaching experience in ABE. Experience in Years Area under 1 1-3 4-6 7—9 10-12 over 12 ABEcmrriculum 1.83 1.61 1.49 1.69 1.57 1.45 ABElearner 1.74 1.73 1.62 1.72 1.48 1.55 ABEscope&goa1 1.50 1.62 1.51 1.68 1.37 1.44 ABEinstructional process 1.68 1.61 1.57 1.73 1.59 1.50 Table 4.21 presents the means of importance of four selected competency areas as perceived by teachers according to taking/not taking courses in ABE during pre-service training. Both teachers who took courses in ABE and teachers who did not take courses in ABE perceived the competencies in understanding ABE curriculum, learner, and instructional process as "important." Teachers who did not take courses in ABE perceived the competency in understanding ABE scope and goal as "very important," while the teachers who took courses in ABE perceived such competency as "important." Table 4.22 presents the means of importance of four selected competency areas as perceived by teachers according to attending/not attending in-service training in ABE. Both teachers who attended in-service training 89 Table 4.21--Means of importance of competency areas as perceived by teachers, according to taking/not taking courses in ABE. Area Yes No ABE curriculum 1.64 1.59 ABE learner 1.72 1.62 ABE scope & goal 1.64 1.49 ABE instructional process 1.69 1.56 Table 4.22--Means of importance of competency areas as perceived by teachers, according to attending/not attending in-service training in ABE. Area Yes No ABE curriculum 1.59 1.61 ABE learner 1.53 1.69 ABE sc0pe & goal 1.45 1.56 ABE instructional process 1.53 1.63 in ABE and teachers who did not attend in-service training perceived the competencies in understanding ABE curriculum, learner, and instructional process as "important." Teachers who attended in-service training in ABE perceived the competency in understanding ABE sc0pe and goal as "very important," while those who did not attend such training perceived such competency as "important." 90 Table 4.23 presents the means of importance of four selected competency areas as perceived by teachers according to the duration of last in-service training. Teachers whose last in-service training lasted for less than 1 month perceived the competencies in understanding ABE curriculum and learner as "very important," while those whose in-service training lasted 1 month or more perceived such competency as "important." Both the teachers whose last in-service training lasted for less than 1 month and those whose training lasted for 1 month or more perceived the competency in understanding ABE scope and goal as "very important" and perceived the competency in understanding ABE instructional process as "important." Table 4.23--Means of importance of competency areas as perceived by teachers, according to duration of last in-service training. Area less than 1 month 1 month or more ABE curriculum 1.46 1.65 ABE learner 1.43 1.54 ABE scope & goal 1.37 1.45 ABE instructional process 1.50 1.53 91 Administrators' Characteristics in Relation to Their Perceptions of Four Selected Competency Areas. Table 4.24 presents the means of importance of four selected competency areas as perceived by administrators according to their age. Administrators in the age group of 40-44 years perceived the competency in understanding ABE curriculum as "very important," while those in the remaining age groups perceived such competency as "important." Administrators in all age groups perceived the competencies in understanding ABE learner, scope and goal, and instructional process as "important." Table 4.24—-Means of inportance of coupetency areas as perceived by administrators, according to age. Age in Years Area 24-34 35-39 40-44 45—49 over 49 ABE curriculum 1.61 1.50 1.46 1.53 1.50 ABE learner 2.05 1.66 1.65 1.91 1.76 ABE scope 8. goal 1.78 1.55 1.52 1.75 1.80 ABE instructional process 1.85 1.67 1.51 1.66 1.79 Table 4.25 presents the means of four administrators selected competency areas as importance of perceived by according to their highest degree. Administrators with Upgrading Center diplomas and Secondary Institute for Teachers diplomas perceived the competency in understanding ABE curriculum as "very 92 Table 4.25—Means of inportance of ccnpetency areas as perceived by administrators, according to degree. Elementary Secondary Bachelors Institute Upgrading Institute Junior or Area for Teachers Center for Teachers College Masters ABE curriculum 1.53 1.21 1.45 1.59 1.62 ABE learner 1.81 1.60 1.8) 1.77 1.90 ABE scope 8: goal 1. 78 1.50 1.56 1.55 1.75 ABE instructional process 1.72 1.69 1.68 1.59 1.69 important," while those in the remaining degree groups perceived such competency as "important." Administrators in all degree groups perceived the competencies in understanding ABE learner, scope and goal, and instructional process as "important." Table 4.26 presents the means of importance of four selected competency areas as perceived by administrators according to their teaching experience in general education. Administrators in the experience groups of 13-18 years and over 18 years perceived the competency in understanding ABE curriculum as "very important," while those in the experience group of 1-12 years perceived such competency as "important." Administrators in all experience groups perceived the competencies in understanding ABE learner, sc0pe and goal, and instructional process as "important." 93 Table 4.26—Means of inportance of competency areas as perceived by administrators, according to teaching experience in general education. Experience in Years Area 1-12 13-18 over 18 ABE wrriculum 1.67 1.45 1.49 ABE learner 1.84 1.79 1.79 ABE scope 8: goal 1.84 1.58 1.63 ABE imtructional process 1. 72 1.68 1.66 Table 4.27 presents the means of importance of four selected competency areas as perceived by administrators according to their experience in ABE. Administrators in the experience groups of 1-3 years and over 12 years perceived the competency in understanding ABE curriculum as "very important," while those in the experience group of 4-12 years perceived such competency as "important." Administrators in all the experience groups perceived the competencies in understanding ABE learner, sc0pe and goal, and instructional process as "important." Table 4.28 presents the means of importance of four selected competency areas as perceived by administrators according to taking/not taking courses in ABE during pre-service training. Administrators who took courses in ABE perceived the competency in understanding ABE curriculum as "very important," 94 Table 4.27—Means of inportance of coupetency areas as perceived by .mhunnnzaUKs,axnonfingtx>enxmramn:niABE. Emgnflemxainlmnrs Area 1-3 4~12 over 12 ABE curriculum 1.46 1.72 1.34 .ABE learner 1.78 1.92 1.68 ABE1mxxer&g;nd 1,65 1166 1.67 ABEimsUnmmflxal pnxxss lu66 lu72 lu64 Table 4.28--Means of importance of competency areas as perceived by administrators, according to taking/not taking courses in ABE. Area Yes No ABE curriculum 1.48 1.51 ABE learner 1.80 1.79 ABE scope & goal 1.75 1.61 ABE instructional process 1.73 1.64 95 while those who did not take courses in ABE perceived such competency as "important." Both the administrators who took courses in ABE and those who had not taken courses in ABE perceived the competencies in understanding ABE learner, sc0pe and goal, and instructional process as "important." Table 4.29 presents the means of importance of. four selected competency areas as perceived by administrators according tn) attending/not attending in-service training in ABE. Administrators who attended in-service training in ABE perceived the competency in understanding ABE curriculum as "very important," while the administrators who did not attend this training perceived such competency as "important." Both the administrators who attended in-service training in ABE and those who did not attend such training perceived the competencies 1J1 understanding ABE learner, scope and goal, and instructional process as "important." Table 4.29--Means of importance of competency areas as perceived by administrators, according to attending/not attending in-service training in ABE. Area Yes No ABE curriculum 1.41 1.57 ABE learner 1.79 1.81 ABE scope & goal 1.74 1.62 ABE instructional process 1.71 1.66 96 Table 4.30 presents the means of importance of four selected competency areas as perceived by administrators according to the duration of last in-service: training. Administrators whose last in-service training lasted for one month or more perceived the competency in understanding ABE curriculum and learner as "very important," while those whose in-service training lasted less than one month perceived such competency as "important." Both the administrators whose last in-service training lasted for less than one month and those whose training lasted for one month or more perceived the competencies in understanding ABE learner, scope and goal, and instruction process as "important." Table 4.30--Means of importance of competency areas as perceived by administrators, according to duration of last in-service training. Area less than 1 month 1 month or more ABE curriculum 1.58 1.36 ABE learner 1.86 1.77 ABE scope & goal 1.80 1.73 ABE instructional process 1.58 1.74 97 Supervisors' Characteristics in Relation to Their Perceptions of Four Selected Competency Areas. Table 4.31 presents the means of importance of four selected competency areas as perceived by supervisors according to their age. Supervisors in all age groups perceived the competencies in understanding all four selected competency areas as "important." Table 4.31--Means of importance of competency areas as perceived by supervisors, according to age. Age in Years Area 29-44 45-54 ABE curriculum 1.53 1.55 ABE learner 1.83 1.77 ABE scope & goal 1.64 1.80 ABE instructional process 1.71 1.68 Table 4.32 presents the means of importance of four selected competency areas as perceived by supervisors according to their teaching experience in general education. Supervisors in both experience groups perceived the competency in understanding all four selected competency areas as "important." Table 4.33 presents the means of importance of four selected competency areas as perceived by supervisors according to their experience in ABE. 98 Table 4.32--Means of importance of competency areas as perceived by supervisors, according to teaching experience in general education. Experience in Years Area 1-6 over 6 ABE curriculum 1.53 1.55 ABE learner 1.89 1.66 ABE sc0pe & goal 1.67 1.76 ABE instructional process 1.71 1.68 Table 4.33—Means of importance of coupetency areas as perceived by supervisors, according to»experience in ABE. Enxnfiemmainlmars Area 1-3 4—12 over 12 ABE curriculum 1. 50 l. 50 l. 60 ABE learner 2.29 1.65 1.83 AEEIMIEB &g;nd 1160 1.71 1H72 ABEithnmmhaud pnxxss 1,81 1466 ‘ 1.1) 99 Supervisors in all experience groups perceived the competencies in understanding ABE curriculum, learner, scope and goal, and instructional process as "important." Table 4.34 presents the means of importance of four selected competency areas as perceived by supervisors according to taking/not taking courses in ABE (during pre-service training. Supervisors who took courses in ABE perceived the competency in understanding ABE curriculum as "very important," while those who did not take courses in ABE perceived such competency as "important." Both the supervisors who took courses in ABE and those who had not taken courses in ABE perceived the competencies in understanding ABE learner, sc0pe and goal, and instructional process as "important." Table 4.34--Means of importance of competency areas as perceived by supervisors, according to taking/not taking courses in ABE. Area Yes No ABE curriculum 1.39 1.68 ABE learner 1.73 1.88 ABE scope & goal 1.69 1.71 ABE instructional process 1.57 1.82 100 Table 4.35 presents the means of importance of four selected competency areas as perceived by supervisors according to attending/not attending in-service training in ABE. Supervisors who attended in-service training in ABE perceived the competency in understanding ABE curriculum as "very important," while those who did not attend such training perceived this competency as "important." Both the supervisors who attended in-service training in ABE and those who did not attend such training perceived the competencies in understanding ABE learner, sc0pe and goal, and instructional process as "important." Table 4.35--Means of importance of competency areas as perceived by supervisors, according to attending/not attending in-service training in ABE. Area Yes No ABE curriculum 1.42 ‘ 1.75 ABE learner 1.67 2.06 ABE scope & goal 1.69 1.72 ABE instructional process 1.61 1.85 Table 4.36 presents the means of importance of four selected competency areas as perceived by supervisors according to the duration of last in-service training. Both supervisors whose last in-service training lasted for less than one month and those whose 101 Table 4.36—-Means of importance of competency areas as perceived by supervisors, according to duration of last in-service training. Area less than 1 month 1 month or more ABE curriculum 1.38 1.45 ABE learner 1.71 1.63 ABE scope & goal 1.75 1.64 ABE instructional process 1.53 1.68 training lasted for one month or more perceived the competencies in understanding ABE curriculum as "very important." Supervisors of both groups perceived the competencies 1J1 understanding ABE learner, sc0pe and goal, and instruction process as "important." Professional Development Needs of ABE Teachers In this section, responses regarding the needs for professional development of ABE teachers in the 24 ABE teaching competencies are analyzed in order to answer research questions 3 and 4. Perceptions of Teachers, Administrators, and Supervisors Regarding the Need for Professional Development of ABE Teachers Research Question 3: What competencies are perceived Int teachers, administrators, and supervisors of ABE to be needed for professional develoPment of ABE teachers in Saudi Arabia, and are there differences among the perceptions of the three groups? 102 To answer this question, the perceptions of teachers, administrators, and supervisors regarding the needs of ABE teachers for professional development of the 24 ABE teaching competencies were tabulated in rank order from highest to lowest need according to percentages of teachers who reported them as "inadequate" in Table 4.37. The rank order of the 24 competency statements according to the reported/ perceived percentage of the number of teachers who need professional development by each group is provided separately in Appendix E. The percentage of teachers who needed professional development was categorized into four groups: 75-100 very highly needed 50-74.9 highly needed 25-49.9 moderately needed 0-24.9 lowly needed As can be seen in Table 4.37, teachers reported the need for professional development in the 24 competencies lower than did administrators and supervisors. The competencies reported by teachers fell into the categories of "moderately needed" or "lowly needed," while the competencies perceived by administrators and supervisors fell into the categories of "highly needed" or "moderately needed." Ministry supervisors perceived a higher need for professional development of ABE teachers than did district 1133 0.00 0.~0 0.00 0... «gases :0“: a~o>aaoouco neuanoqcslsoo 0.20 m.m0 ~.~z 0.0. nuance :00: uooanot Hoses. andanauno 0» auuaan< 0.~0 o.m= 0.00 —.>— nuasva no caucus» on o» coo: nuance ucdzocx 0.00 ~.~e 2.90 0.0m nosouccouu cauuasna>o agave ouaagaomaao >H00< 0.0» m.~m m.oz m.—~ wanna 0 cause cuozuvn.aoocogouu«o acucgnoa mcuzocx 0.00 0.00 0.»: z.- nuance ou...ue«uaou 0002000» 00 anon 00030:: 0.0: n.0e m..m m.e~ eeuoeooueden o>ueenoe eo~o>oe nuance as»: sausage 0.~m v.0: p.00 m.0~ avast. 00 unsatuxoan ca 00000500000 acazocx 0.~m m.mm 0.0a 0.0~ nuance noua>auos 00:: ucazoex e.e0 e.em e.mm m.0~ "actuate ”me co «Hue» euretoeee o» sausage e._0 0.5m «.0: m.0~ nauseole ease» 0» ueoeeoo causal o» sausage 0.00 0.00 p.20 a.>~ hangouuuna no naoanogn use nunsao 0003002 0.00 0.0m 0.0a 0.0m nuauucon ouaavossu use: nuasun 0003002 o.~= «.0. 0.0m 0.em new»: n.1oereoa easedeseeu seduces 0.0m c.0m m.ms «.mm nuascm ado: on nuscacsoou acaaoncaoo on: 0» haunaa< 0.2: 0.~z 0.0m ~.~m nuance undue. o» uoousonoa aaooH scarce: o.~0 0.52 0.2m h.~m onmo undone; Lou mace-unsav- ucoloanau 0» auaaan< 0.~m 0.0m e.—m c.0m ooouoc deacon one aaasuaso ucamoex o.- >.—0 c.—0 p.0m madden 00 ounauaogaaa noonaos on: o» auuaane 0.0» 2.00 m.mm 0.0m naasua 0» aasoasgso can-Haas- 0nava 0» audaan< 0.00 o.mz 0.mm 0.0m neocoatoauo n.gocL-oa omega»: 0» zuaaan< 0.00 0.~0 0.0: ~.om nouua>uuoa saasoasuso «unannounna uooaon o» huauan< e.~0 n.0m s.~m 0.0: use»: Heeoseoaleueu an: a» sausage 0.00 o.~h p.00 m.0z um< cu mucusao~o>ou :0: co tenuous“ usaaoox Ase Au. “no “no Aeouefieoreaee neoaoeuum aoeoeueaou agend>ruasm ugouu>goasm «toughen anemones agunacuz uoauuuuo Ideasv< .ngon«>uoasn stands“: 00a uoagunuo can utouutunaeasua >0 vo>dootoa no aeoBAOAu>oo unscannuuoga 00000: on: atogoaou 00 accused zoos on» new s.ouascocac«¢ no Iona customer on: agogoaou ho ucoogua o» mcdocoooa mucosounun accoaonsoo am one 00 ucaxeamulhm.= canoe 104 supervisors, administrators, and teachers. Only three competencies, "ability to help adult learners develop positive concepts of themselves," "knowing local resources and agencies providing assistance and services tr) adult. learners," and "knowing individual learner's needs," were perceived by Ministry supervisors as "moderately needed." "Ability to adapt available curricula to adults" was the competency perceived as "very highly needed" (76.0%) by Ministry supervisors, while it was perceived as "highly needed" by administrators and district supervisors and reported as "moderately needed" by teachers. The competency of "communicating effectively with adults" was reported as least "lowly needed" (11.6%) by teachers, while it was perceived by administrators and district and Ministry supervisors as "highly needed." Only two competencies, "knowing local resources and agencies providing assistance and services to adult learners" and "knowing individual learner's needs,‘ fell into the category of moderately needed" by each group. One of them pertained to ABE scope and goal and the other pertained to ABE learner. The following seven competency statements were perceived as "highly needed" for the professional development of ABE teachers by administrators, district supervisors, and Ministry supervisors: - keeping informed on new developments, recommendations, and issues in ABE: 105 — ability to use instructional media provided to adult learners: - ability to use a variety of appropriate adult teaching methods: - knowing cultural and social forces that influence adult learning: - knowing major causes of illiteracy and its problems: - ability to interpret goals and objectives of ABE programs: - communicating effectively with adult learners. Three of the seven competencies above indicated the need for professional development of ABE teachers in ABE instructional process, while another three reflect administrators' and supervisors' concerns about the ABE teacher's need for professional development in ABE scope and goal. One of the competencies pertained to the ABE learner. Teachers reported a low need for professional development in the following seven competencies, in descending order: - ability to help adult learners develop positive concepts of themselves: - knowing the goal of teaching reading, writing, and mathematics to adult learners: - knowing learning differences between children and adults: - applying appropriate techniques for evaluation of adult learner programs: - knowing that adults need to be treated as adults at all times: 106 - ability to establish mutual respect with adult learners: - communicating effectively with adult learners. Need for Professional Development by Competency Area Table 4.38 presents the mean percentage of the teachers who needed professional development in the four selected competency areas as perceived by teachers, administrators, district supervisors, and Ffinistry supervisors. The following areas of competency were perceived by the teachers as needed for themselves, in order from highest to lowest percentage: (a) ABE curriculum, (b) ABE scope and goal, (c) ABE instructional process, and (d) ABE learner. For administrators, the order was (a) ABE curriculum, (b) ABE sc0pe and goal, (c) ABE instructional process, and (d) ABE learner. For district supervisors, the order was (a) ABE scope and goal, (b) ABE curriculum, (c) ABE instructional process, and (d) ABE learner. Finally, for Ministry supervisors the order was (a) ABE curriculum, (b) ABE instructional process, (c) ABE scope and goal, and (d) ABE learner. Respondents' Characteristics in Relation to Their Perceptions of ABE Teachers' Need for Professional Development Research Question 4: Are there differences in the perception of the need of ABE teachers for professional development related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching and 107 Table 4.38--Mean percentage and rark of teachers who needed professional development in the four areas of competency. Teachers Administrators District Ministry Supervisors Supervisors Competency Area Man Rank Mean knk Mean Rank Mean Rank ABE Curriculum 34.2 (1) 51.1 (1) 56.9 (2) 65.8 (1) ABE Learner 26.1 (4) 46.6 (4) 46.1 (4) 54.9 (4) ABE Scope & Goal 31.1 (2) 50.8 (2) 57.2 (1) 60.4 (3) ABE Instructional Process 27.4 (3) 48.8 (3) 52.3 (3) 60.8 (2) experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of in-service training? The mean was used to discover whether the characteristics of teachers, administrators, and supervisors affect their perceptions with regard to the need of ABE teachers for professional development. Teachers' Characteristics in Relation to Their Perceptions of Teachers’ Need for Professional Development. Table 4.39 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the four selected competency areas as reported by teachers according to their age. Teachers in the age group of over 44 years reported the competencies in understanding ABE curriculum and learner as "lowly needed," while 108 Table 4. 39—Average percentage of teachers who needed professional development of competency areas as reported by teachers according to age. Age in Years Area 20—29 30-34 35-39 40-44 over 44 ABE curriculum 32.7 35.9 33.7 41.3 18.3 ABE learner 25.8 25.8 28.0 26.9 23.2 ABE scope & goal 28.5 26.7 32.2 36.5 34.7 ABE instructional process 32. 7 26. 3 24. 3 30. 9 23. 3 those in other age groups reported this competency as "moderately needed." Teachers in all age groups reported the competency in understanding ABE scope and goal as "moderately needed." Teachers in the age groups of 35-39 years and over 44 years reported the competency in understanding ABE instructional process as "lowly needed," while those in the other age groups reported this competency as "moderately needed." Table 4.40 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as reported by teachers according to their highest degree. Teachers in all degree groups reported the competency in understanding ABE curriculum as "moderately needed." Teachers with bachelors and masters degrees reported the competency in understanding 109 Table 4 . 40—Average percentage of teachers who needed professional development of competency areas as reported by teachers according to degree. Elementary Secmdary Bachelors Institute Upgrading Institute Junior or Area for Teachers Center for Teachers College msters ABE curriculum 37.5 31.7 37.8 33.2 29.4 ABE learner 39.7 26.0 29.5 25.1 19.3 ABE scope 8. goal 50.0 42.7 31.3 25.4 25.9 ABE instructional process 24. l 31. 7 27. 3 25 . 3 29. 4 ABE learner as "lowly needed," while those with other degrees reported this competency as "moderately needed." Teachers with a diploma of Elementary Institute for Teachers reported the competency in understanding ABE while those with scope and goal as "highly needed," other degrees reported this competency as "moderately needed." Teachers with a diploma of Elementary Institute for Teachers reported the competency in understanding ABE instructional process as "lowly needed," while those with other degrees reported this competency as "moderately needed." Table 4.41 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as reported by teachers according to teaching experience in general education. All groups of teachers, whatever their teaching experience in general 110 Table 4.41—Average percentage of teachers who needed professional development of competency areas as reported by teachers according to teaching experience in general education. Experience in Years Area urder 3 3-9 10-12 13-15 16-18 Over 18 ABE curriculum 31.3 36.3 34.5 29.7 34.2 35.2 ABE learner 19.2 25.0 25.9 24.4 31.2 28.2 ABE scope & goal 31.7 25.0 29.7 27.0 25.3 39.3 ABE instructional process 38. 5 23 . 8 25. 0 28. 3 28. 5 26. 7 education, reported the competencies in understanding ABE curriculum, and scope and goal, as "moderately needed." Teachers in the groups that had teaching experience in general education of under 3 years and 13-15 years reported the competency in understanding ABE learner as "lowly needed," while those in the other groups reported this competency as "moderately needed." Teachers in the group with teaching experience in general education of 3-9 years reported the competency in understanding ABE instructional process as "lowly needed," while those in the other groups reported this competency as "moderately needed." Table 4.42 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as reported by teachers according to 111 Table 4.42-Average percentage of teachers who needed professional development of competency areas as reported by teachers according to teaching experience in ABE. Experience in Years Area Under 1 1-3 4P6 7-9 10-12 Over 12 ABE curriculum 22.6 47.1 30.0 30.6 19.6 33.9 ABE learner 16.7 32.4 23.3 22.0 26.7 33.8 ABE scope & goal 22.9 35.3 28.0 30.0 30.0 40.0 ABE instructional process 20.2 34.8 25.8 15.5 26.8 32.7 teaching experience in ABE. Teachers in the groups with teaching experience in ABE of under 1 year and 10-12 years reported the competency in understanding ABE curriculum as "lowly needed," while those in the other groups reported this competency as "moderately needed." Teachers in the groups with teaching experience in ABE of under 1 year, 4—6 years, and 7-9 years reported the competency in understanding ABE learner as "lowly needed," while those in the other groups reported this competency as "moderately needed." Teachers in the group with teaching experience in ABE of under 1 year reported the competency in understanding ABE scope and goal as "lowly needed," while those in the other groups reported this competency as "moderately needed." Teachers in the groups with teaching experience in ABE of under 1 year and 7-9 years reported the competency in 112 understanding ABE instructional process as "lowly needed," while those in the other groups reported this competency as "moderately needed." Table 4.43 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as reported by teachers according to taking/not taking courses in ABE during pre-service training. Teachers who had not taken courses in ABE reported the competency in understanding ABE learner as "lowly needed," while those who had taken courses in ABE reported this competency as "moderately needed." Both teachers who had taken courses and teachers who had not taken courses in ABE reported the competencies in understanding ABE curriculum, scope and goal, and instructional process as "moderately needed." Table 4.43--Average percentage of teachers who needed professional development of competency areas as reported by teachers, according to taking/not taking courses in ABE. Area Yes No ABE curriculum 41.2 30.2 ABE learner 29.8 24.9 ABE scope & goal 37.4 28.1 ABE instructional process 31.8 25.3 113 Table 4.44 presents the average percentage of the number of teachers who needed professional develOpment across all competencies in each of the selected four competency areas as reported by teachers according to attending/not attending in-service training in ABE. Teachers who had attended in-service training in ABE reported ‘the competencies 1J1 understanding ABE curriculum, learner, and instructional process as "lowly needed," while those who had not attended in-service training in ABE reported these competencies as "moderately needed." Both teachers who had attended in-service training and teachers who had not attended in-service training in ABE reported the competency in understanding ABE scope and goal as "moderately needed." Table 4.44--Average percentage of teachers who needed professional development of competency areas as reported by teachers, according to attending/not attending in-service training in ABE. Area Yes No ABE curriculum 21.9 36.1 ABE learner 20.0 27.5 ABE scope & goal 25.9 32.0 ABE instructional process 18.8 28.9 Table 4.45 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four 114 Table 4.4S--Average percentage of teachers who needed professional develOpment of competency areas as reported by teachers according to duration of last in-service training. Area less than 1 month 1 month or more ABE curriculum 33.3 18.3 ABE learner 16.7 21.7 ABE scope & goal 20.0 28.7 ABE instructional process 22.9 18.3 competency areas as reported by teachers according to duration of last inrservice training program. Teachers of both groups reported the competencies in understanding ABE learner and instructional process as "lowly needed." Teachers whose last in-service training in ABE lasted less than 1 month reported the competency in understanding ABE curriculum as "moderately needed," while those whose in-service training lasted 1 month or more reported this competency as "lowly needed." Teachers whose in-service training lasted less than 1 month reported the competency in understanding ABE sc0pe and goal as "lowly needed," while those whose in-service training lasted 1 month or more reported this competency as "moderately needed." 115 Administrators' Characteristics in Relation to Their Percejtions of Teachers' Need for Professional Development. Table 4.46 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the four selected competency areas as perceived by administrators according to their age. Administrators in the age groups of 40-44 years, 45-49 years, and over 49 years perceived the competencies in understanding ABE curriculum and instructional process as "highly needed," while those in other age groups perceived these competencies as "moderately needed." Administrators in the age groups of 40-44 years and over 49 years perceived the competencies in understanding ABE learner and scope and goal as "highly needed," while those in other age groups perceived these competencies as "moderately needed." Table 4.46—Average percentage of teachers who needed professional development of competency areas as percei ved by administrators, according to age. Age in Years Area 24-34 35-39 40-44 45-49 over 49 ABE curriculum 43.2 38.3 63.9 50.8 55.2 ABE learner 38.3 40.6 56.3 40.7 55.9 ABE scope & goal 42.9 47.6 55.6 45.3 64.7 ABE instructional process 38. 3 39. 5 55. 5 50 . 7 61 . 3 116 Table 4.47 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by administrators according to their highest degree. Administrators with diplomas of Elementary Institute for Teachers, Upgrading Center, and Junior College perceived the competencies in understanding ABE curriculum, scope and goal, and instructional process as "highly needed," while those with other degrees perceived these competencies as "moderately needed." Administrators with a diploma of Upgrading Center or Junior College perceived the competency in understanding ABE learner as "highly needed," while those with other degrees perceived this competency as "moderately needed." Table 4. 47-Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to degree. Elementary Secondary Bachelors Institute Upgrading Institute Junior or Area for Teachers Center for Teachers Cbllege Masters ABE curriculum 54.9 60.8 34.3 57.0 47.5 ABE learner 48.9 54.4 36.1 54.3 41.6 ABE scOpe & goal 55.6 59.2 40.6 55.9 45.3 ABE instructional process 55.8 56.1 35.3 51.0 45.1 117 Table 4.48 presents the average percentage of the number of teachers who needed professional develOpment across all competencies in each of the selected four competency areas as perceived by administrators according to their teaching experience in general education. Administrators with more than 18 years of teaching experience in general education perceived competency in understanding all four selected areas of competency as "highly needed," while those in the other experience groups perceived these competencies as "moderately needed." Table 4.48--Average percentage of teachers who needed professional development of competency areas as perceived by administrators according to teaching experience in general education. Experience in Years Area 1-12 12-18 over 18 ABE curriculum 46.1 40.3 57.6 ABE learner 48.6 31.1 52.4 ABE sc0pe & goal 47.6 35.1 58.5 ABE instructional process 46.1 28.6 58.3 Table 4.49 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by administrators 118 Table 4.49--Average of percentage of teachers who needed professional development of competency areas as perceived by administrators according to experience in ABE. Experience in Years Area under 3 3—12 over 12 ABE curriculum 39.7 57.3 54.7 ABE learner 41.9 50.9 46.1 ABE sc0pe & goal 45.8 53.1 52.9 ABE instructional process 40.8 52.4 52.3 according to experience in ABE. Administrators in the groups with experience in ABE of 3-12 years and over 12 years perceived the competencies in understanding ABE curriculum, sc0pe and goal, and instructional process as "highly needed," while those in other experience groups perceived these competencies as "moderately needed." Administrators in the group with experience in ABE of 3-12 years perceived the competency in understanding ABE learner as "highly needed," while those in other experience groups perceived this competency as "moderately needed." Table 4.50 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by administrators according to taking/not taking courses in ABE during 119 Table 4.50--Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to taking/not taking courses in ABE. Area Yes No ABE curriculum 45.9 52.9 ABE learner 43.8 47.6 ABE sc0pe & goal 46.2 A 52.5 ABE instructional process 45.3 50.1 pre-service training. Administrators who had not taken courses in ABE perceived the competencies in understanding ABE curriculum, scope and goal, and instructional process as "highly needed," while those who had taken courses in ABE perceived these competencies as "moderately needed." Administrators of both groups perceived the competency in understanding ABE learner as "moderately needed." Table 4.51 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by administrators according to attending/not attending in-service training in ABE. Administrators who had attended in-service training in ABE perceived the competency in understanding ABE curriculum as "highly needed," while those who had not attended in-service training in ABE perceived this competency as "moderately needed." Administrators who 120 Table 4.51--Average percentage of teachers who needed professional development of competency areas as perceived by administrators, according to attending/not attending in-service training in ABE. Area Yes No ABE curriculum 54.6 49.4 ABE learner 47.4 46.2 ABE scope & goal 48.8 51.8 ABE instructional process 47.8 49.4 had not attended in-service training in ABE perceived the competency in understanding ABE scope and goal as "highly needed," while those who had attended in-service training in ABE perceived this competency as "moderately needed." Administrators of both groups perceived the competencies i1: understanding ABE learner and instructional process as "moderately needed." Table 4.52 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by administrators according to duration of last in-service training program. Administrators of both training duration groups perceived the competency in understanding ABE curriculum as "highly needed." Administrators whose last in-service training program lasted 1 month or less perceived the competencies in understanding ABE learner, 121 Table 4.52--Average percentage of teachers who needed professional development of competency areas as perceived by administrators according to duration of last in-service training. Area 1 month or less more than 1 month ABE curriculum 52.9 57.8 ABE learner 50.6 41.8 ABE scOpe & goal 53.7 40.0 ABE instructional process 52.4 39.5 scope and goal, and instructional process as "highly needed," while those whose in-service training lasted more than 1 month perceived these competencies as "moderately needed." Supervisors' Characteristics in Relation to Their Perceptions of Teachers' Need for Professional Development. Table 4.53 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the four selected competency areas as perceived by supervisors according to their age. Supervisors in both age groups perceived the competencies in understanding ABE curriculum, scope and goal, and instructional process as "highly needed." Supervisors in the age group of 29-44 years perceived the competency in understanding ABE learner as "highly needed," while those in the other age group perceived this competency as "moderately needed." 122 Table 4.53--Average percentage of teachers who needed professional development of competency areas as perceived by supervisors, according to age. Age in Years Area 29-44 over 44 ABE curriculum 60.1 60.0 ABE learner 53.1 42.2 ABE scope & goal 57.4 60.0 ABE instructional process 55.6 54.9 Table 4.54 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by supervisors according to their teaching experience in general education. Supervisors in the groups with teaching experience in general education of 1-6 years and over 6 years perceived the competencies in understanding ABE curriculum, scope and goal, and instructional process as "highly needed." Supervisors in the group with teaching experience in general education of 1-6 years perceived the competency in understanding ABE learner as "highly needed," while those in the other group perceived this competency as "moderately needed." 123 Table 4.54--Average percentage of teachers who needed professional development of competency areas as perceived by supervisors according to teaching experience in general education. Experience in Years Area 1-6 over 6 ABE curriculum 65.3 50.8 ABE learner 55.7 37.5 ABE sc0pe & goal 62.9 50.1 ABE instructional process 57.2 52.1 Table 4.55 presents the average percentage of the number of teachers who needed professional develOpment across all competencies in each of the selected four competency areas as perceived by supervisors according to experience in ABE. Supervisors in the group with experience in ABE of under 3 years perceived the competency in understanding ABE curriculum as "very highly needed," while those in the other groups perceived this competency as "highly needed." Supervisors in the experience in ABE of under 3 years and 3-12 years perceived the competencies in understanding ABE learner and instructional process as "highly needed," while those in the other groups perceived these competencies as "moderately needed." Supervisors in all groups of experience in ABE perceived the competency in understanding ABE sc0pe and goal as "highly needed." 124 Table 4.55--Average percentage of teachers who needed professional development of competency areas as perceived by supervisors according to experience in ABE. Experience in Years Area under 3 3-12 over 12 ABE curriculum 78.1 61.1 51.5 ABE learner 60.0 55.0 36.8 ABE scope & goal 68.0 60.5 51.4 ABE instructional process 60.3 60.8 45.6 Table 4.56 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by supervisors according to taking/not taking courses in ABE during pre-service training. Supervisors in both groups perceived the competencies in understanding ABE curriculum, scope and goal, and instructional process as "highly needed." Supervisors who had not taken courses in ABE perceived the competency in understanding ABE learner as "highly needed," while those who had taken courses in ABE perceived this competency as "moderately needed." Table 4.57 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by supervisors according 125 Table 4.56--Average percentage of teachers who needed professional development of competency areas as perceived by supervisors, according to taking/not taking courses in ABE. Area Yes No ABE curriculum 57.3 62.9‘ ABE learner 40.1 58.3 ABE scope & goal 51.0 65.6 ABE instructional process 51.5 59.1 Table 4.57--Average percentage of teachers who needed professional development of competency areas as perceived by supervisors, according to attending/not attending in-service training in ABE. Area Yes Nb ABE curriculum 59.7 60.8 ABE learner 47.1 53.0 ABE sc0pe & goal 55.3 63.7 ABE instructional process 53.4 58.8 to attending/not attending in-service training in ABE. Supervisors of both groups perceived the competencies in understanding ABE curriculum, scope and goal, and instructional process as "highly needed." Supervisors who had not attended in-service training in ABE perceived the competency in understanding ABE learner as "highly needed," while those who had attended in-service 126 training in ABE perceived this competency as "moderately needed." Table 4.58 presents the average percentage of the number of teachers who needed professional development across all competencies in each of the selected four competency areas as perceived by supervisors according to duration of last in-service training program. Supervisors of both groups perceived the competencies in understanding ABE curriculum and scope and goal as "highly needed," and the competency in understanding ABE learner as "moderately needed." Supervisors whose last in-service training lasted less than 1 month perceived the competency in understanding ABE instructional process as "highly needed," while those whose last in-service training lasted 1 month or more perceived this competency as "moderately needed." Table 4.58-~Average percentage of teachers who needed professional development of competency areas as perceived by supervisors according to duration of last in-service training. Area less than 1 month 1 month or more ABE curriculum 61.6 58.3 ABE learner 48.5 45.9 ABE scope & goal 61.0 50.8 ABE instructional process 58.8 49.1 127 With respect to asking the respondents to list the competencies which they felt were important to ABE teachers but were not given in the list, the great majority of responses simply explained the meaning of a given competency or restated a given competency in different words. The only exception was the competency of "ability to convince illiterate people in the community to participate in programs for eradication of illiteracy," which was suggested by two teachers. It was rated as "very important" for ABE teachers and reported as "inadequate" with regard to professional development. Summer 2 In this chapter, descriptive statistics have been provided, means, standard deviation, and percentage were used to answer the four research questions of this study. The major sample characteristics were also presented. The summary, findings, conclusions, and recommendations will be presented in the next chapter. CHAPTER V SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary The primary purpose of this study was to identify the perceptions of teachers, administrators, and supervisors of ABE programs in Saudi Arabia regarding the competencies needed for ABE teachers, and to determine the reported/perceived needs for professional develOpment of ABE teachers. The results may serve as guidelines for ABE teachers pre-service or in-service training institutions in the selection of training content, and as the basis for choosing capable teachers for ABE programs. The following specific research questions served as guidelines for the present study: Research Question 1: To what extent do teachers, administrators, and supervisors of ABE programs in Saudi Arabia perceive the importance of the need for ABE teaching competence that stresses: (a) ABE curriculum, (b) ABE learner, (c) ABE scope and goal, and (d) ABE instructional process: and are there differences among the perceptions of the three groups? Research Question 2: Are there differences in the perception of the importance of ABE teaching competencies related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, 128 129 taking/not taking courses in ABE, attending/not attending in—service training in ABE, and duration of in-service training? Research Question 3: What competencies are perceived by teachers, administrators, and supervisors of ABE to be needed for the professional development of ABE teachers in Saudi Arabia, and are there differences among the perceptions of the three groups? Research Question 4: Are there differences in the perception of the need of ABE teachers for professional development related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of in-service training? The review of literature focused primarily on three major topics: (a) ABE programs in Saudi Arabia: (b) ABE teachers' competencies and preparation: and (c) in-service training for ABE teachers. This review indicated that ABE teachers need to acquire specific competencies in order to function effectively with adult learners. Some attempts have been made to identify through research the competencies needed for the pre-service or in-service training for ABE teachers in the United States, but no such attempts have been made in Saudi Arabia. The target population for this study contained two sub-groups. The first was all teachers, administrators, and supervisors of ABE centers operated under the Ministry of Education in the five cities encompassed by the study. The second sub-group was all administrators 130 and supervisors of ABE programs at the Ministry of Education who had engaged in ABE programs during the 1987-88 school years. From.this target pOpulation, the sample of 149 teachers, 43 administrators, and 15 supervisors of ABE was obtained for gathering this study's data. Data for this study were collected through a questionnaire which consisted of two parts. The first part contained questions pertaining to demographic data of respondents. The second part involved 24 brief competency statements. The questionnaire forms were distributed in all selected ABE centers and collected by the researcher, except for six ABE centers in Riyadh. Out of the 207 questionnaires distributed, 204 (98.5%) were returned and used (147 from the teachers, from all 43 administrators, and 14 from the supervisors). Frequency and percentage distributions were used to describe the sample characteristics. The mean and standard deviation were used to represent the degree of importance on the selected competencies and competency areas for all groups of respondents, and the mean percentage was used to represent the degree of need of those competencies and competency areas for ABE teachers' professional development. Analysis of the demographic data of respondents revealed the following information: 131 Teachers and administrators were working part-time in ABE, except for one administrator who was working full-time in ABE. District and Ministry supervisors were working full-time in ABE. The majority of the teachers were elementary school teachers, and two—thirds of the administrators were elementary school administrators. The majority of the teachers were 25-44 years of age, almost all of the administrators were 25-54 years of age, almost all of the district supervisors were 35-54 years of age, and all of the Ministry supervisors were 35-44 years of age. The experience of ABE teachers in teaching adults ranged from not more than 6 years to more than 18 years. Of the teachers, 39.9% had taken courses in ABE during their pre-service programs. For administrators, the prOportion was 28.6%: for district supervisors, 44.4%: and for Ministry supervisors, 60%. In—service training related to ABE had been attended by 15% of teachers, 32.6% of administrators, 66.T% of district supervisors, and 60% of Ministry supervisors. Major Findings Importance of Competencies Research Question 1: To what extent do teachers, administrators, and supervisors of ABE programs in Saudi Arabia perceive the importance of the need for ABE teaching competence that stresses: (a) ABE curriculum, (b) ABE learner, (c) ABE sc0pe and goal, and (d) ABE instructional process: and are 132 there differences among the perceptions of the three groups? Analysis of the data relating to this question indicated that: Teachers perceived 9 of the 24 competencies as "very important" for ABE teachers, while the remaining competencies were perceived as "important." Administrators perceived 10 of the 24 competencies as "very important" for ABE teachers, 12 competencies as "important," and 2 as "less important." District supervisors perceived.£3 of the 24 competencies as "very important" for teachers of ABE, 15 as "important," and only 1 as "less important." Ministry supervisors perceived 9 of the 24 competencies as "very important" for teachers of ABE, 14 as "important," and only 1 as "less important" (see Appendix D). Ten competencies were perceived by all as "very important" for teachers of ABE. They were in the following order of importance: - knowing the goal of teaching reading, writing, and mathematics to adult learners. - ability to use a variety of appropriate adult teaching methods. - knowing learning differences between children and adults.- 133 - knowing that adults need to be treated as adults at all times. 4 - ability to establish mutual respect with adults. - communicating effectively with adult learners. - ability to relate content to real life problems of the adult learners. — ability to use instructional media provided to adult learners. -knowing major causes of illiteracy and its problems. -keeping informed (n1 new developments, recommendations, and issues in ABE. Three of these competencies were similar to the findings reached by Penn (1972), and two of them similar to the findings of Lamorella et a1. (1983). The competency of "ability to convince illiterate peOple in the community to participate in programs for eradication of illiteracy" was added by two teachers and was perceived as "very important" for ABE teachers. The five competencies of least importance to ABE teachers, as judged by all, were in the following descending order: - knowing adult learners want immediate benefits from what they learn. -knowing cultural and social forces that influence adult learning. 134 - knowing local resources and agencies providing assistance and services to adult learners. - knowing individual learners' needs. - ability to utilize adult learners' experiences in teaching lessons. These results contradict the findings of Penn (1972) and Smith (1972). Ranking of the competency areas according to importance for teachers of ABE was as follows. The competency in understanding ABE curriculum was perceived as most important by administrators, district supervisors and Ministry supervisors, and as the second most important by teachers. The competency in understanding ABE scope and goal was perceived as most important by the teachers, second most important by the administrators and district supervisors, and third most important by the Ministry supervisors. The competency in understanding ABE instructional process was perceived as second most important by the Ministry supervisors and third most important by the teachers, administrators, and district supervisors. Finally, competency in understanding ABE learner was perceived as the least important by all groups of respondents. Respondents' Characteristics in Relation to Their Perceptions of Importance of Competency Areas Research Question 2: Are there differences in the perception of the importance of ABE teaching 135 competencies related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of in—service training? ABE Curriculum The groups of teachers who perceived the competency in understanding ABE curriculum as "very important" on the average were those (a) who were in the age group of 40-44 years: (b) who had an Elementary Institute for Teachers diploma: (c) who had ABE teaching experience of 4-6 years or more than 12 years: and (d) who had attended the last in-service training program for less than one month. All other groups of teachers including those categorized by teaching experience in general, taking/not taking courses in ABE, and attending/not attending in-service training in ABE perceived the competency in understanding ABE curriculum as "important," on the average. The groups of administrators who perceived the competency in understanding ABE curriculum as "very important" on the average were those (a) who were in the age group of 40-44 years: (b) who had an Upgrading Center or Secondary Institute for Teachers diploma: (c) who had teaching experience in general education of 13-18 years or more than 18 years: (d) who had experience in ABE of 1-3 years or over 12 years: (e) who had taken courses in ABE: (f) who had attended 136 in-service training in ABE: and (9) who had the last in-service training of one month duration or more. All other groups of administrators perceived the competency in understanding ABE curriculum as "important," on the average. The groups of supervisors who perceived the competency in understanding ABE curriculum as "very important" on the average were those (a) who had taken courses in ABE: (b) who had attended in-service training in ABE: and (c) who had attended the last in-service training for less than one month or for one month and more. All other groups of supervisors including those categorized by age, teaching experience in general education, and experience in ABE perceived the competency in understanding ABE curriculum as "important," on the average. ABE Learner The groups of teachers who perceived the competency in understanding ABE learner as "very important" on the average were those (a) who had teaching experience in general education of 4-6 years: (b) who had teaching experience in ABE of 10-12 years: and (c) who had attended the last in-service training in ABE for less than a month. All other groups of teachers including those categorized by age, degree, taking/not taking courses in ABE, and attending/not attending 137 in-service training in ABE perceived the competency in understanding ABE learner as "important," on the average. All groups of administrators and supervisors as categorized by age, highest degree (for administrators only), teaching experience in general education, experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training programs in ABE, and duration of last in-service training perceived the competency in understanding ABE learner as "important," on the average. ABE Scope and Goal The groups of teachers who perceived the competency in understanding ABE scope and goal as "very important" on the average were those (a) who were in the age groups of 21-24 or 45-54 years: (b) who had an Upgrading Center diploma, bachelor's degree, or master's degree: (c) who had teaching experience in general education of 4-6 years or over 18 years: (d) who had teaching experience in ABE of 10-12 years or over 12 years: (e) who had not taken courses in ABE: (f) who had attended in-service training in ABE: and (9) who had attended the last in-service training for less than a month or for a month and over. All other groups of teachers perceived the competency in understanding ABE scope and goal as "important," on the average. 138 All groups of administrators and supervisors as categorized by age, highest degree (for administrators only), teaching experience in general education, experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training programs in ABE, and duration of last in-service training perceived the competency in understanding ABE sc0pe and goal as "important, on the average. ABE Instructional Process The groups of teachers who perceived the competency in understanding ABE instructional process as "very important" on the average were those (a) who were in the age group of 45-54 years, and (b) who had an Elementary Institute for Teachers diploma. All other groups of teachers including those categorized by teaching experience in general education, experience in teaching ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of last in—service training in ABE perceived the competency in understanding ABE instructional process as "important, on the average. All groups of administrators and supervisors as categorized by age, highest degree (for administrators only), teaching experience in general education, experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training programs in 139 ABE, and duration of last in-service training perceived the competency in understanding ABE instructional process as "important, on the average. Professional Development Needs of ABE Teachers Research Question 3: What competencies are perceived tnr teachers, administrators, and supervisors of ABE to be needed for the professional development of ABE teachers in Saudi Arabia, and are there differences among the perceptions of the three groups? Analysis of the data relating to this question indicated that teachers reported 17 of the 24 competencies as "moderately needed" for their professional development, and the remaining competencies were reported as "lowly needed." Administrators perceived 12 of the 24 competencies as "highly needed" for ABE teachers, and the other 12 competencies to be "moderately needed." District supervisors perceived 14 of the 24 competencies as "highly needed" for teachers of ABE, and the remaining competencies were perceived as "moderately needed." Ministry supervisors perceived only one of the 24 competencies as "very highly needed" for ABE teachers, 20 as "highly needed," and 3 as "moderately needed" (see Appendix E). 140 "Ability to adapt available curriculum to adults" was the only competency perceived as "very highly needed" by Ministry supervisors. Seven competency statements were perceived as "highly needed" for professional develOpment of ABE teachers by administrators, district supervisors, and Ministry supervisors. They were: - keeping informed cu: new developments, recommendations, and issues in ABE. - ability to use instructional media provided to adult learners. - ability to use a variety of appropriate adult teaching methods. -knowing cultural and social forces that influence adult learning. - knowing major causes of illiteracy and its problems. - ability to interpret goals and objectives of ABE programs. - communicating effectively with adult learners. Teachers reported a low need for professional development in the following seven competencies, given in descending order: - ability to help adult learners develop positive concepts of themselves. - knowing the goal of teaching reading, writing, and mathematics to adult learners. 141 - knowing learning differences between children and adults. — applying appropriate techniques for evaluation of adult learner progress. - knowing that adults need to be treated as adults at all times. - ability to establish mutual respect with adult learners. - communicating effectively with adult learners. Rating of the competency areas according to their need for professional development of ABE teachers was as follows. The competency in understanding ABE curriculum was perceived as most needed for professional development by teachers, administrators, and Ministry supervisors, and as second most needed for professional development by district supervisors. The competency in understanding ABE sc0pe and goal was perceived as most needed for professional development by district supervisors, second most needed for professional develOpment by teachers and: administrators, and third most needed for professional develOpment by Ministry supervisors. The competency in understanding ABE instructional process was perceived as second most needed for'professional develoPment by Ministry supervisors, and as third most needed for professional development by teachers, administrators, and district supervisors. Finally, the competency in understanding 142 ABE learner was perceived as the least needed for professional development by all groups of respondents. Respondents' Characteristics in Relatiogto Their Perceptions of ABE Teachers' Needs for Professional Development in Competency Areas Research Question 4: Are there differences in the perception of the need of ABE teachers for professional development related to respondents' age, highest degree, teaching experience in general education, experience in ABE, teaching experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of in—service training? ABE Curriculum The groups of teachers who reported the competency in understanding ABE curriculum as "lowly needed" for their professional development were those (a) who were in the age group of over 44 years: (b) who had teaching experience in ABE of under 1 year or 10-12 years: (c) who had attended in-service training in ABE: and (d) who had attended the last in-service training in ABE for one month or over. All other groups of teachers including those categorized by highest degree, taking/ not taking courses in ABE, and teaching experience in general education reported the competency in understanding ABE curriculum as "moderately needed" for their professional development. The groups of administrators who perceived competency in understanding ABE curriculum as "moderately needed" on the average for professional 143 development of ABE teachers were those (a) who were in the age groups of 24-34 years or 35-39 years: (b) who had a Secondary Institute for Teachers diploma, bachelor's degree, or master's degree: (c) who had teaching experience in general education of 1-12 years or 12-18 years: (d) who had experience in ABE under 3 years: (e) who had taken courses in ABE: and (f) who had not attended in-service training in ABE. All other groups of administrators including those categorized by duration of the last in-service training in ABE perceived the competency in understanding ABE curriculum as "highly needed" on the average for the professional development of ABE teachers. The groups of supervisors who perceived competency in understanding ABE cmrriculum as "very highly needed" on the average for ABE teachers' professional development were those who had experience in ABE of under 3 years. All other groups of supervisors including those categorized by age, teaching experience in general education, taking/ not taking courses in ABE, attending/not attending in-service training in ABE, and duration of the last in-service training in ABE perceived the competency in understanding ABE curriculum as "highly needed, on the average. 144 ABE Learner The groups of teachers who reported the competency in understanding the ABE learner as "lowly needed" for their professional development were those (a) who were in the age group of over 44 years: (b) who had bachelor's or master's degrees: (c) who had teaching experience in general education of under 3 years or 13-15 years: (d) who had teaching experience in ABE of under 1 year, 4-6 years, or 7-9 years: (e) who had not taken courses in 'ABE: (f) who had attended in-service training in ABE: and (9) who had attended the last in-service training in ABE for less than a month or for one month and over. All other groups of teachers reported the competency in understanding the ABE learner as "moderately needed." The groups of administrators who perceived the competency in understanding the ABE learner as "highly needed" on the average for the professional development of ABE teachers were those (a) who were in the age groups of 40-44 years or over 49 years: (b) who had an Upgrading Center or a Junior College diploma: (c) who had teaching experience in general education of over 18 years: (d) who had experience in ABE of 3-12 years: and (e) who had attended the last in-service training in ABE for one month or less. All other groups of administrators including those categorized by taking/not taking courses in ABE and attending/not attending 145 in-service training in ABE perceived the competency in understanding ABE learner as "moderately needed," on the average. The groups of supervisors who perceived the competency in understanding the ABE learner as "highly needed" on the average for the professional develoPment of ABE teachers were those (a) who were in the age group of 29-44 years: (b) those who had teaching experience in general education of 1-6 years: (c) who had experience in ABE of under 3 years or 3-12 years: (d) who had not taken courses in ABE: and (e) who had not attended in-service training in ABE. All other groups of supervisors including those categorized by the duration of the last in-service training in ABE perceived the competency in understanding the ABE learner as "moderately needed," on the average. ABE Scope and Goal The groups of teachers who reported the competency in understanding ABE scope and goal as "lowly needed" for their professional development were those (a) who had teaching experience in ABE of under 1 year, and (b) whose last in-service training had been of the duration of 1 month or over. The group of teachers who had the Elementary Institute for Teachers diploma reported the competency in understanding ABE scope and goal as "highly needed" for their professional 146 development. All other groups of teachers including those categorized by age, teaching experience in general education, taking/not taking courses in ABE, and attending/not attending in-service training in ABE reported the competency in understanding ABE scOpe and goal as "moderately needed." The groups of administrators who perceived the competency in understanding ABE scope and goal as "highly needed" on the average for the professional development of ABE teachers were those (a) who were in the age groups of 40-44 years or over 49 years: (b) who had an Elementary Institute for Teachers, Upgrading Center, or Junior College diploma: (c) who had teaching experience in general education of over 18 years: (d) who had experience in ABE of 3-12 years or over 12 years: (e) who had not taken courses in ABE: (f) who had not attended in-service training in ABE: and (9) who had attended the last in-service training in ABE for one month or less. All other groups of administrators perceived the competency in understanding ABE scope and goal as "moderately needed," on the average. All groups of supervisors as categorized by age, teaching experience in general education, experience in ABE, taking/not taking courses in ABE, attending/not attending in-service training in ABE, and duration of last in-service training perceived the competency in understanding ABE scope and goal as "highly needed" on 147 the average for the professional development of ABE teachers. ABE Instructional Process The groups of teachers who reported the competency in understanding ABE instructional process as "lowly needed" for their professional development were those (a) who were in the age groups of 35-39 years or over 44 years: (b) who had an Elementary Institute for Teachers diploma: (c) who had teaching experience in general education of 3-9 years: (d) who had teaching experience in ABE of under 1 year or 7-9 years: (e) who had attended in-service training in ABE: and (f) who had attended the last in-service training in ABE for less than a month or for 1 month or over. All other groups of teachers including those categorized by taking/not taking courses in ABE reported the competency in understanding ABE instructional process as "moderately needed." The groups of administrators who perceived the competency in understanding ABE instructional process as "highly needed" on the average for the professional development of ABE teachers were those (a) who were in the age groups of 40-44 years, 45-49 years, or over 49 years: (b) who had an Elementary Institute for Teachers, Upgrading Center, or Junior College diploma: (c) who had teaching experience in general education of over 18 148 years: (d) who had experience in ABE of 3-12 years or over 12 years: (e) who had not taken courses in ABE: and (f) who had attended the last in-service training for 1 month or less. All other groups of administrators including those categorized by attending/not attending in-service training in ABE perceived the competency in understanding ABE instructional process as "moderately needed," on the average. The groups of supervisors who perceived the competency in understanding ABE instructional process as "moderately needed" on the average for ABE teachers' professional develOpment were those (a) who had experience in ABE of over 12 years, and (b) who had attended the last in-service training in ABE for 1 month or more. All other groups of supervisors including those categorized by age, teaching experience in general education, taking/not taking courses in ABE, and attending/not attending in-service training in ABE perceived the competency in understanding ABE instructional process as "highly needed," on the average. Conclusions Based on this study's results, as described above, and as compared to the literature, the following conclusions were reached: 149 1. All the selected competencies needed for ABE teachers were perceived as either very important, important, or less important. None of these competencies were perceived as not important. This supports the view that ABE learners need to be taught and treated differently than children, because of the differences in needs abilities, and experiences, between adults and children. Thus, the acquisition of specific competencies is needed by teachers who will be involved in teaching adults. 2. From the ten competencies perceived by all respondents as "very important," it logically follows that knowledge of the goals of teaching basic subjects (reading, writing, and mathematics) in ABE programs will facilitate the selection of materials, activities, and teaching methods that are appropriately related to those subjects. The use of a variety of appropriate teaching methods will help stimulate the participation of adult learners and meet individual differences. Adults learn best if they are treated as adults who have their own experiences and roles in society, if respected by teachers, and if the subject matter is related to their real life problems so that they may gain direct benefits. Teachers' knowledge of new theories and strategies in the ABE field will increase their effectiveness. Knowing the problems illiteracy causes 150 for both individual and society may encourage teachers to put forth the extra effort to educate people. 3. The competencies of "ability to utilize adult learners' experience in teaching lessons" and "knowing individual learners' needs" were rated overall as of least importance for ABE teachers, despite their importance in the ABE learning process as discussed by Imel (1982, p. 3). 4. According to the rated importance of the competency areas, teachers perceived the competency in understanding ABE scope and goal as the most important: in contrast, administrators and district and Ministry supervisors perceived the competency in understanding ABE curriculum as most important. The competency in understanding ABE learners was perceived as the least important by all groups of respondents. 5. Teachers with an Elementary Institute for Teachers diploma and older in age perceived competencies in understanding ABE instructional process and ABE curriculum areas as of more importance to ABE teachers than did other groups of teachers. Teachers with more ABE teaching experience perceived the competencies in understanding ABE learner and ABE sc0pe and goal areas as of more importance. 6. Administrators with a degree from the Upgrading Center and a Secondary Institute for Teachers diploma, with more teaching experience in general education, who 151 had taken courses in ABE, and who had attended in-service in ABE perceived competency in understanding ABE curriculum area as of more importance than other groups of administrators. 7. Supervisors who had attended in-service in ABE and taken courses in ABE perceived competency in understanding ABE curriculum area as of more importance than other groups of supervisors. 8. Teachers reported a lower need for their professional development than did administrators, district supervisors, and Ministry supervisors. It seems it is common for teachers to report a lower need for in-service training than other evaluators. For example, Al-Thobaitey (1988) found in his study of in-service training the needs of social studies teachers in intermediate schools in three Saudi Arabian cities that supervisors and principals perceived a higher need for in-service training than did teachers. Stafford (1981), in his study mentioned earlier in the literature review, found that coordinators and state officials saw more needs for in-service training than teachers did. These discrepancies in perceived need may partially be attributed to teachers hesitating from giving the appearance that they are not competently fulfilling their jobs. More evidence for this is that teachers reported a low need for professional development in the competencies related to what goes on 152 daily in the classroom, such as how to teach and communicate, and how to treat and evaluate adult learners. 9. Administrators, district supervisors, and Ministry supervisors perceived a high need for professional development of ABE teachers in competencies related to the teaching and treatment of adult learners, as well as knowledge of the factors that influence adult learning. 10. The competency of "ability to adapt available curriculum to adult learners" was the only one perceived as "very highly needed" by Ministry supervisors, because providing appropriate content and materials which fit the needs and interests of ABE learners is one of the main problems faced by the ABE programs, as noted by Al-Monayea (1980, p. 52). 11. Teachers who had attended in-service training in ABE, of an older age, and with more experience in teaching adults, reported a low need for professional development in competency in understanding of all ABE areas in general. One reason for this may be that in-service training programs provide more help to ABE teachers in teaching and dealing with adults. Furthermore, older teachers may be more able than younger teachers to understand and know the needs and problems of adult learners. The reporting of a low need for professional development by more experienced 153 teachers in ABE is consistent with Stafford's (1981) findings that the degree of need of more experienced teachers is lower than for less experienced teachers. It seems that their longer period of experience gives them more of a chance to know more about adult learners' needs, interests, and problems, as well as to modify their teaching and dealing with adults. On the other hand, perhaps their length of experience makes them more reticent to admit that they need further professional develOpment. 12. In general, administrators with Upgrading Center and Junior College diploma, older in age, and with more experience in both ABE and teaching in general education perceived a higher need for professional development of ABE teachers than did other groups. Several reasons may contribute to this. For instance, Upgrading Center and Junior College programs may include some courses in ABE. Furthermore, through their experiences in ABE or in general education, administrators without doubt gain substantial knowledge about teaching roles and how to deal with learners, as well as with individual learners' needs and problems. Together, these create for administrators the concept that teachingand dealing with adults differ from with children, with the result that administrators perceived a higher need for the professional development of ABE teachers to be more effective. 154 13. Supervisors with more experiences in ABE and teaching in general education, older in age, and who had attended in—service in ABE perceived a lower need for the professional develOpment of ABE teachers in competency in understanding of ABE learner than did other groups. Supervisors may think that ABE teachers, because of their day-to-day experience, are much closer to learners, with the result that they can handle any problem and discover the best strategy for knowing adult needs and interests. Therefore, they may give priority to ABE curriculum, ABE sc0pe and goal, and ABE instructional process because of the changes in program design and curriculum taking place in Saudi Arabia. 14. As a matter of curiosity, the researcher attempted to determine whether or not there were significant differences between the perceptions of teachers (since their sample size was sufficient) according to selected demographic variables. A chi-square test (see Appendix F) revealed that there were not statistically significant differences between the teachers' perceptions on the importance of competency areas with references to demographic variables. The chi-square test of the teachers' responses concerning their need for professional development of competency areas with references to demographic variables produced only two significant results. For the response of those according to 155 taking/not taking pre-service courses in ABE, the test indicated that teachers who had taken pre-service courses in ABE reported a significantly higher need (x2 =- 9.l30, p < 0.05) for professional development in ABE curriculum area than those who had not taken pre-service courses in ABE. Also teachers with higher education levels reported a significantly lower need (1:2 =- 15.987, p < 0.05) for professional development in the ABE sc0pe and goal area than those with lower levels of education. Recommendations The task of educating illiterate people is so critical that it cannot be left to chance, with teachers who are not prepared initially for this job. This study has revealed that ABE teachers, administrators, and supervisors perceive certain competencies to be very important to ABE teachers and the need for professional development for ABE teachers. Based on this study's results, the following recommendations are made to the General Trust for Adult Education and institutions which provide pre-service or in-service training for ABE teachers, and for further research. Recommendations to the General Trust for Adult Education and Institutions Which Provide Pre-Service or In-Service for ABE Teachers 1. It is recommended that the competencies perceived in this study as. "very important" for ABE 156 teachers can be used as guidelines for planning pre-service training programs for ABE teachers. 2. The competencies perceived as "very important" can be used as criteria for evaluating ABE teachers and in the selection of new ABE teachers. 3. The present study also identified most needed competencies for ABE teacher's professional development: .therefore, it is recommended that these competencies can be included in the in-service training programs of the ABE teachers to increase the proficiency of ABE teachers. 4. Since the result of this study indicated that the ABE curriculum area was rated as most important and needed by ABE teachers, emphasis should be placed on competencies dealing with ABE curriculum during pre-service and in-service training programs for ABE teachers. 5. Since only 15% of the ABE teachers attended in-service training programs and since it was the teachers who had attended in-service who reported low need for professional deveIOpment, it is recommended that more teachers of ABE be encouraged and allowed to attend in-service training programs related to the ABE field. 6. Since this study's results indicated that, in general, teachers who had more experience in ABE teaching, who attended in—service training in ABE, and 157 older in age reported a low need for professional development, it is recommended that such teachers are more likely to be effective in teaching ABE learners. Recommendations for Further Research 1. Teachers reported low need for professional development, while administrators and supervisors perceived high need for professional development for ABE teachers. It is recommended that further study be carried out to investigate why the differences exist. 2. Similar studies should be done for ABE woman teachers to determine their perceptions regarding the importance of the competencies and the need for professional development. 3. Competencies for the leaders and supervisors of ABE programs in the Ministry of Education and the districts should be investigated. 4. Since the Ministry of Education relies on in-service training programs for preparation of ABE teachers, it is recommended that research should be done on evaluation of these programs in order to insure that they meet their purpose. 5. It is recommended that this study be replicated to include other populations, such as professors of adult education at universities and adult learners, to investigate their perceptions of the importance of ABE teachers' competencies and the need for professional development. APPENDIX APPENDIX A Questionnaire (English version) 158 Umm Al-Qura University Dear Teacher/Education Supervisor/Administrator: I am writing to request your cooperation in a study of identification of competencies needed for adult basic education teachers. Your responses to the enclosed questionnaire will help me identify teaching competencies needed for adult basic education teachers. After the study is completed conclusions will be drawn on which characteristics of teachers can be improved to enhance the overall quality of adult basic education teachers. Your cooperation in filling out the enclosed questionnaire would be appreciated. The document contains two parts: 1. professional biographical data; 2. 24 brief statements demonstrating selected teaching competencies. I am confident your personal experience and knowledge, of the teaching profession will be a valuable contribution in improving educational services to adult learners. Your participation is gratefully accepted. Your participation in this study is voluntary, and you may elect not to participate or to answer certain questions without penalty. Your responses will be used for research purposes only and will be held in confidence. Please read the instructions carefully and proceed. Sincerely, Awad Al-Thoupety 159 Adult Basic Education Teacher Competency Questionnaire Part I Region: City: Biographical Data Please answer the following questions and indicate your current status by circling the appropriate NUMBER. For example: a. YOur position in adult basic education (ABE) is 1. teacher @ supervisor 3. administrator If you are a supervisor, for example, you would circle #2. l. Ybur position in adult basic education: 1. teacher 2. supervisor 3. administrator 2. YOur adult basic education job is: l. part-time 2. full-time 3. If you work part-time in adult basic education, what is your full-time job? 1. Elementary school 4. Elementary school ' teacher administrator 2. Middle school teacher 5. Middle school administrator 3. High school teacher 6. High school administrator 7. Other (please specify: 4. YOur age: 1. under 20 years 2. no more than 24 years 3. no more than 29 years 4. no more than 34 years no more than 39 years no more than 44 years no more than 49 years no more than 54 years more than 54 years @mflmtfi 160 5. Highest degree held: 1. Elementary Institute 5. Bachelors for Teachers 2. Upgrading Center 6. Masters 3. Secondary Institute 7. Ph.D. for Teachers 4. Junior Cbllege 8. Other (please specify: ) 6. Years of teaching experience in general education: 1. under 1 year 5. no more than 12 years 2. no more than 3 years 6. no more than 15 years 3. no more than 6 years 7. no more than 18 years 4. no more than 9 years 8. more than 18 years 7. Years of experience in adult basic education: 1. under 1 year 5. no more than 12 years 2. no more than 3 years 6. no more than 15 years 3. no more than 6 years 7. no more than 18 years 4. no more than 9 years 8. more than 18 years 8. Years of teaching experience in adult basic education: 1. under 1 year 5. no more than 12 years 2. no more than 3 years 6. no more than 15 years 3. no more than 6»years 7. no more than 18 years 4. no more than 9 years 8. more than 18 years 9. Have you taken one or more courses in the area of adult basic education during your pre-service training program? 1. yes 2. no 10. Have you attended an in-service training program related to adult basic education? 1. yes 2. no If yes, please continue by answering the following questions: 11. 12. 13. 14. 15. 161 How'many in-service training programs related to adult basic education did you attend? 1. one 4. four 2. two 5. five 3. three 6. more than five The duration of the last in-service training program you attended was days weeks months When did you attend the last one? 1. during the past 5. during the past 6 months 30 months 2. during the past 6. during the past 12 months 36 months 3. during the past 7. more than 36 18 months months ago 4. during the past 24 months The last in-service training program you attended was held in the city of . How would you rate the usefulness of in-service training programs to you? 1. very useful 3. somewhat useful 2. useful 4. not useful 162 (For Ibsehers) Part II Please read the following statement of competency and first: 5A1; the importance of each constancy to your functioning as an All teacher by placing a (x) earl: below the heading of the appropriate scale which best indicates your feeling as to the iqortance of that competency to your effectiveness as an All teacher. Use the following scale: - vcy important - inortsnt - less important - not inortant bUNv-t Second: Indicate your present level in such competencies on the scale of two points: adequate and inadequate. Please answer ALI. questions. For example: Present Level Iqortence of Constancy of Competency Very Less Not Inade- Competency Statement Inortent Important Important Important Adequate quate Recognising major causes of X X illiteracy and its proble- If you believe that this coqetency is inortant to you, you would place a (X) mark below the heading of 'Iqortantf Also, for the sue competency, if you feel that your present level of this constancy is adequate, you would place a (X) mark below the heading of "Adequate, as shots: above. 163 Competency Statement Importance of Competency Present Level of Competency Very Important Important Less Important Not Important Inade- Adequate quate 1. Ability to adapt available curricula to adult learners. Ability to select curriculum activities appropriate to abilities and age of the adult learner. 3. Ability to relate content to real life problems of the adult learner. Ability to implement necessary adjustments for ease in reading. 5. Knowing learning differences between children and adult learners. Knowing that adults need to be treated as adults at all times. Knowing that adult learners want immediate benefits from what they have learned. Knowing the differences in background and experience among adult learners. Knowing what motivates the adult learner to participate in ABC progr-s e 164 Competency Statement Present Level Importance of Competency of Competency Very Less lot Inadeq Important Important Important Important Adequateqquate 10. Knowing cultural and social forces that influence adult learning. 11. Knowing individual learners' needs. 12. Ability to interpret goals and objectives of ABE programs. 13o Knowing maJor causes of illiteracy and its problems. 1!. Knowing local resom'ces and agencies providing assistance and services to adult learners. 15. Keeping informed on new development. recent recommendations, and current issues in ABE. 16. Knowing the ultimate goal of teaching reading, writing. and mathematics to A3! learners. 17. Using a variety of appropriate adult teaching methods. 18. Communicating effectively with adult learners. 19. Applying appropriate techniques for evaluating adult learner progress. 165 Competency Statement Importance of Competency Present Level of Competency Very Important Important Less Important Not Important Inadeu Adequate quate 20. Utilizing adult learners' experiences in teaching lessons. 21. Using directive counseling techniques to help adult learners solve academic and personal problems. 22. Using instructional media provided to adult learners. 23. Establishing a basis for mutual respect with adult learners. 2“. Ability to help adult learners develop positive concepts of themselves. 166 (For Teachers) Below, please list other competencies that you feel are important or very important to you that have not been listed above and.RANK the Usportance of each competency and indicate your present level in each: Importance of Present level Competency of Competency Very Inade- Important Important Adequate quate 1. 2. 3. 4. 5. Thank you for your cooperation. 167 (Per supervisors and administrators) Part 11 Please read the following statement of competency and first: Eggg’the importance of each competency to the functioning of an KB! teacher by placing a (X) nark below the heading of the appropriate scale which best indicates your feeling as to the importance of that competency to the effectiveness of an AI! teacher. Use the following scale: - very important - inortant less important not inortant b-uNo-o I Second: Indicate the percentage of AB! teachers you are responsible for who need additional training in each competency. Please answer All. questions. Por exaqle : 2 of All Teachers laportance of Competency You are Responsibl for Hho Need Very lass Not Additional kainin Competency Statenent Important hortant Iqortant Important in the Conpetency Recognising major causes of illiteracy and its x (0 2 problems If you believe that this conpetency is inortant to All teachers, you would place a (X) mark below the heading of 'lqortant.‘ Also. for the same competency, if you feel that 602 of AB! teachers you are responsible for need additional training, you would write 602 in the space. as sham above. 168 Please indicate the number of Saudi All teachers you are responsible for: Importance of Competency I Competency Statement Very Important Important Less Important lot Inportan J S of ABS Teachers You are Besponsibl for who lead Additional Traini in the Competency 1. Ability to adapt available curricula to adult learners. 2. Ability to select curriculum activities appropriate to abilities and age of the adult learner. 3g Ability to relate content to real-life problems of the adult learner. Ability to implement necessary adjustments for ease in reading. Knowing learning differences between children and adult learners. Knowing that adults need to be treated as adults at all times. 7. Knowing that adult learners want immediate benefits from what they have learned. Knowing the differences in background and experience among adult learners. Knowing what motivates the adult learner to participate in AB! Prolr'l'o 169 Coapetency Statement Importance of Competency I Very Important Important Less Important lot Importan S of AB! Teachers You are lesponsibl for who Need Additional Traini in the Competency 10. Knowing cultural and social forces that influence adult learning., 11. Knowing individual learners needs. 12. Ability to interpret goals and objectives of ABC programs. 13. Knowing major causes of illiteracy and its problems. 1!. Knowing local resources and agencies providing assistance and services to adult learners. 15. Keeping informed on new development, recent recc-endations , and current issues in ABE. 16. Knowing the ultimate goal of teaching reading. writing. and mathematics to ABC learners. 17. Using a variety of appropriate adult teaching methods. IO. Communicating effectively with adult learners. 19. Applying appropriate techniques for evaluating adult learner progress. 1'70 Competency Statement Importance of Competency l Very Important Important Less Important lot Importan S of ADP Teachers You are Responsibl for who Need Additional Trainin in the Competency 20. Utilizing adult learners experiences in teaching lessons. 21. Using directive counseling techniques to help adult learners solve academic and personal problems. 22. Using instructional media provided to adult learners. 23. Establishing a basis for mutual respect with adult learners. 2‘. Ability to help adult learners develop positive concepts of themselves. (Supervisors and Administrators) 1f71 Below, please list other competencies that you feel are important or very important to the All teacher that have not been listed above and RANK the importance of each competency and indicate the percentage of AB! teachers you are responsible for who need additional training in each competency.: Importance of competency Very Important Important 2 of AB! Teachers You are Responsibl for Uho Need Additional Trainin in the ampetency Thank you for your cooperation. APPENDIX B Questionnaire (Arabic version) 172 994-" 0”" ‘4" r—r JLF‘J' "Jo-3 ore-“J uO-PJ‘J snub-"i“ o A313” LL11 b” 98.45 flu-J1 .___1J,W, . Jug." "law,“ I'M-dos Lbs... ~11 'J‘H‘J' 91"": an“ uJi—eJJy. Has-“It" wee-‘5'" 9"1-3o-e31 ULn-‘b' Hus“; 1.1,." 1,541 95.11,.qu 13904.net: o- r-‘-'-‘ v.4, Hugger-1: I5. tsp-.1... u,» 1,92: o1 rs. 341.,»thth sub—w!“ 4:..3' 330.....(11) , 1.5:...” stole-JIM ule¢fi~ . ,cp:,..h:._,.,e...1 WI :—m '53.“..- oayJJheJl 4:09., A96 .3)“: methyl-pl ”’3’ “—.JchuOIJS L931, I'LASJS “1.1,. fibwmmum o ”4.1 ”.11..." o'LBJ1.3fi-o‘,JLpSJI W’WI PSJL-sthAJ-WI,,£JI J‘xfsJLoL'a“, . Lac-guy,“ ”(45.3-3.3.1,, to. “Has-“=4:- ”snagged! can.) ’3,“ ° It‘s-r341 J'J—‘JP‘ 173 l l l HJJU 9...," O—L" H “why“ 41.5.3.” WVJQLU'LKJy 091-31 ', JJ" PL" (V) Wu __ UM...” . “Al..." “Jinan: £4, you as, us?! as...” animal -. .39: Jet..." a...“ LA”! nut 33,: -, Jess: ”JequuJLsJU 4.1.. spiel . r I-u- -® cud- . 1 . angler,“ : 91,414,. 3,31.» guardcustht-csu: ;,s...s.n ”Luggawuuu -\ a)”: or tr;- 0: sue-o: iaLr‘J‘rrh-‘qul—H' J - T ugh-1.1.00! uJUIJu-i gwa-QIMLFDU1JWI WQWQUIM - r L‘Pfl e O L—fi‘wad‘ a Y (mo- ”Lucasov 14.,“ -: t-‘n-T‘u-le-Hgdoe uWwJfi-g urzwyxioi I-‘nnu-b-deot unfivb‘lfi’0V C-Y‘u-h-‘Irje’OY Q-mfgrlm-nggisA undo-Lode: Boim‘fifl oi myyfiuwfi uhgfiupfiififluwmflw (v) WWW 01H.) .__.us mo. 1.1.1 "A 174 lbw-hub" $309401 - o "Bluh'qfl W 41401 Avg-me o \ qgfilé-li WI .81»! Je-me . 1' ‘h—Iir'eh" L._..,J.SJI e‘ -, ,1...” ”4.1:." “owl-m use”; 1 u-ngbaoas .. u-g-JJ1-\ hug—begs: o1 otfi-rvbwio: aJ-lkub‘w)” 'V e'rfilufi-‘rfi’°f Quay! 0A éU-‘n-iu-h-HyT-i taw'H‘flaflé'fi V 11:..."st 0o tau-00.11101 chug-lug)” oi 91.9-3-Yu-h41y’" can't-413* °V “kirk-‘0’”? CulAcpJ”! 0A c-Iyi-itrb-HMOi '- 49"" PIP“; U‘Wu' 3.!" “J"- A h'n-Hu-le-HJJ’ canwbw"! chug-J31 $3411.: alfiYu-le-HJS‘I-Y Mei-\uhafii-V al’biu-le-HM-f 93:..th -u.:1 Jugs Fri-:ngsfit J! hue-Jeobasz - q i 1' r»... 175 unf- * .M-n PM 34:“va abcw- J- , 0 Y rm}. 0‘ mi: um: as ~91! .14: o' ”41.: re}... while-$15 m -‘0 :JwfiJchJbquleJthw-u “1:4:le '1 LDIJIM.‘ ‘51))...» 0. OuJfi°Y “yew-30.4.51 .1 unified-1°? -, 5654b can)“ [file—3|: -11 ”—0-:— '1’ ain't-1 '.r '0‘? ,‘ :c-sI-Smpbby}T-w bans:- os ”5:43.: {4.371.}:- .1 IJfinla..y ”,6an -v wanna“, 'fi125-3l02 15:64.1“!qu tau...» - lo Mhaullor “91%.: H's-“Jo"! “.1 176 (Ow-44*“) -1- '. ”3&1 PL" Fri-913,51: psi-s, n.4- ql-p‘ll (”L-u mum any...» 305.1341 ow: dlaflexw:JL§-U L-J-hmJ-IQ’IJ, w, ”LBJ-Shh.“ '. ”1 .r-vf- 1...:u urn- Lu-1dp‘~)elahpd|¢»lpu1‘x2 . hWIehy-1wwsnsm1gfiuui(h+o .gs.» ,t.1(.) but as,“ zoszJuJuJI W1“. ,3 10...»: . (augmlu ) 0.4,“: -. Uzi: Jr...” «,4: km: u”:- any “Isl 30w «’3..- I'LB.” I—pal our: 3):... tits”: at; “#Pnurufu 1.91.... M31 pr-1UJ-mo " " I—osxsmw.’ warmuaw: ”mam“ bun: magma-.5 m tit—s 34L“ ,9! (x) 34c: guards! us . 1... 34;... ,u! ( x) but cell-5dr“ ”LBJ! giggly “fie-“.5 I.“ I...“ gin-a H” I! um: M1 3' L—J‘JI 3J5.” J-w‘ J13 #1 Ll...” In... 1.... J1: ' . 1.... MT! l-i-r ED ' wvuuuwul. 3,41." . Lena-Juan)“: .4. 2,13.» . H Y 177 , ”WW #1 sous." Ml 4“ on: 4" '4'” 3.... L“ 0.5L! In... “’1 lab-p 3.1.—AS." 341—1.; P3 QB 41,...” ”.1... 5,9,4. {,an u___,. an. 91,, n.1,...” e JL,SJI cm). IL" coho-:41 'le v.1; 33.3.1." 0 3'19” Jfi—‘J I'M." r--"-‘-" Uta-35.33“ “J‘- . 4:..541‘, Jun: 0,, | 1 Fj r P1 JL_...$A my“! ttp: u,» ' H-‘t-r .3143 Uni-u 95 Lay (u-r‘J-It 4H" our-4"" 0‘ “I“ e z;'# I JL—‘ISJWJ'JWWU’I‘ 0 3*. 'J W”? H JL_._,$JI 0,914.1 any DJ.» e “.21nyij IJ IJ 178 - ‘ - - ”'49 v»:— 9.4:..." 1' us.” 3....» .fl‘ JL‘ urn L“ 3'1—JSJ' :J‘—"‘. JLS 1.2!! 1H heLm-‘P’IJI‘Jm-J' ”1J1 “Jule . Jug.” 9.4.: ,1. .53.." F J J IJ L] I r J Halo-U We'd-pm DJ.” 0 4:45.)! 11 @lJ—MJJIAmlJi—Bu-la you: 0 b’1’fidtm1fl 1V H3). 9‘" va-l DJ“ ' H319.” 11' 9.5.1.: ”:4 W John] DJ... 1! HT; WI 91”“! use... . 1...?! ”Jkydawfil 1e 1'1 ’ JH‘J' my“ 1V B . '—— HP] fl H {—1 l_J 1:] 179 -y- . ”WW u—JLa-fl' ”his." 1.an J" 4.; “F” g... L“ Ion—4913);... dis hail In 0 JW' 1A WM“. 5*" 'I-fl'nl e OJH‘I-Hnlw'fi’Wf-Ln 'W' 93 o— b‘H-J as,” 5) fun: . m w.. ’ ‘P'JJ finish 34—3’1JWJSL-fl f.“' 0 e 4“.” WJ'w a.— Jew (ups-1P1 a, . HJIJJI Lick-mule 3441-" . “WI eLmLfil (~35: tr" JLpSJI 0 fed-$1 o: 180 -A- H4: 9.1,,“ L-J-Aam'logtegawlpufi ,1.” el'LflJl ,3.“ mo. J._.s.l.,..lu.n qj—JI «4' 4:1, vust 19.14:. F: 0%” 91.,ng . 5pc.» up..." 1,1..." fut (T) gm 3,, «1...: “bus I l l LIL7 l | I [1F IJ f ’ ................. 3' us.” had ms,» nu Loe- Hebe- ......... ......... .........1........ ......... ........ D....... ........ D........ ’........ ........ . “fiJWIfiufil (hers-3.: am' 4’4) 181 '. “inc-ll P“. gen..." 0.9.1.21 .33.." .45.“... up!- M-pil 3,94 3...!th guy-.4: In): x)! pt—J M346! a... an; Jess ,9...» out 1...“, 3"..st 1...! J... -, [,1 gJ—J‘F'JI(WH-M’ILW-ua—1#W)éldw1¢»l . nus.” u. “1.34.0.9; 14.-J... o-I we! “.4: or" curt-he Our-U1 can 4,3..4: JH‘J' u-J-h L—z o-H :31 -. 1...»: 0 30145.]: -. “:3: an...” d..." I‘d-p11 ugh 3.5.1 “J ”Gog ("Up-fie it l_flJI obs-‘5‘!" w-J-‘fi‘1-:‘" 30 1.5.111...“ "J" Le- Uri-I 1...“! Lu I_....,s,n..iu our! 1.3,... ' '.,‘. ’ 2,1...” 3:4,. «1;.qu ,9... 4.. u.) 1.... pus." .l. at, assoc-.3 m via—HIV Hat-p.343“ 1M ”0 “fisdydfl Lose to“ 34L“ ch! (3) e "AU! We: g." (”pump All}! 3.1%“! JLJJI upwi- :flifiiwwhefl W3...“ aw. Hag-J‘s ”,5.“ u...u 1...“! he: he- 14.—p r—‘V-J watr" yuan . g V I I 7 PI I J I L7 182 ,u._..s.l “a...“ z: w: L...“ V's—”PWJW H-fidaxt—N av" Hr” 1* he- zn_..:s.lus.,:un 1.... 1...“: Id—p in...” 5:... usurp-.5: "4.. 3,114: QIJHJ 1.55.; 1......“ . Jugs “yacht...” ¢,——'.e.o h...) “.1- 34m e—Jl’p liA-I 41” cow '1’?! "40344.11 .IOIJLIWW vii—“HM DJ“ gals, JUN! 0..., Ha: l_hmul I...” 4L.” or...“ H i:_ 1| -13 4:...” WJIJ 0' 3.1,... u—hJJAP-‘tr‘aJI-‘Jw e likaflmsu :43” dr-I-J'J on MR)“ hwy».- e... emu-.9 H f I I D :4. [—1 L I I [j VJ I L L -‘- o—e-U pea-Q3»! 391...:st 34...... Hue-Ian“ LEI-U be- 1.... ::t_iss.,.:.,lun 1...”! u... a—u-J'J 9')“ “I“ r—fi'J-H 5w Jw - 3,0,1” 1 ”—4. 34:34pm?!” e J-F‘J' Pug-Ll; w: out..." n)... e JH‘Q' WJ'J-u H I J'“‘ ’9‘: “Jul l,“" "or" J“ r'J-rol')‘: 11' he’ll-pit our! 34,- ° “333-0., 11‘ ,2 w Jet“: 3.5,... 91.....94, I...” fa: ' JH“ C’s-J.“ 1! 04—...“ alfilhh’.‘ JL—N $990.93 )1: . 1.4! s~ 1e L7 L7 L3. L7 I :I ‘— 184 4‘!” “-44.19; o—ru (“I J’s—J n—uu-V- u’ curl-1N let—J ,3 “sun o— $531M DJ... . n t—qw" 1")” HA3: kayaking) fuss—t . w 'JH‘J'W‘BUJ wan» 9.11.414.“ . u .Jc,” El L Ll Ll HUWfIJ‘L-I 01‘ eruw'J-I’ °o-u4-'-’u-'J‘-r" .:___:J:: 5,5 fund . n 3.3.—at... M o- 14:94 J-—e 0r" JLF" opal-fl . Weir-DJ r939“ H H h...”- Janus fuss» . v: E3: I L‘I -5- U—tu' f“. JJJII‘. 3' his." 3.)“ Pusu'wrufin Uri-l be: 1.4.. 3'L—-§J "Jab-3| 1"." 1H JJLp-m" 'IJD’Jua-n' 8., 0 '7 e 4L9“ OPJ'J C’ Wald-”Ash... UJ‘ 1J4” . n e H" on “m1 some “‘0‘ .. you: w: u. LIA-i: 1.3.4.5: sas' 5.5—4, _ Ah . 186 -Q- ,3» ,4, gt.“ 9.)...» us! I... mhqfigulel’hfl-fl 541mg. 4,3...” Jug.“ u-a-h 1,4,5“, 3&1st mlifigtfivteUQW . I'IJSJI “bum.“ "ma-‘3 9'" ”pi—3.. 0.3..“ ”.2; JAE—14w waists—'- low 0:5 “DUI We: Lo... Lg. H—r 30 L511...“ .................... ............ .................... ............ ................... ............ APPEND I X C Correspondence Related to the Research 187 HIGH!“ "RT! WIWRIITY mom-mwmm mm-monsw-um—m: 29 Inch 1988 To when This lay Concern: This letter is written on behalf of Awad Al-Thoupeity who is sy Doctoral advisee and is about to conduct his dissertation research in his homeland. Saudi Arabia. Awad has completed his program of academic studies and has designed a research proposal that should produce results valuable both to himself as a professional in the field. and to his homeland. Saudi Arabia. he say be approaching you for support in the process of conducting this research and I hope that you will find it in your interest and within your authority to provide him the needed support. I have confidence in his and the value of the research program that he has designed as the culsination of his doctoral program . Your cooperation and support will be greatly appreciated by Awad. by lichigsn State University, and myself. Sincerely yours . Kenneth L. leff Professor II is . Mil-dive mum Meaty infliction 1138 MICHIGAN STATE UNIVERSITY mmmmmm MWOWOWIHI mammals: urn-Irma. onus-um Hatch 29 , 1988 Awad Al-Thoupaty 1622 I Spartan village East Lansing, MI 48823 Dear Mr. Al-Thoupety: Subject: ”A STUDY TO IDENTIFY WC!” NEEDED FOR smc'nvs AWL? BASIC ENCNPION mourns IN SAUDI ARABIA: 11!:211' The above project is exempt from full UCRIES review. This project has been reviewed by another committee member and approval is granted for conduct of this project. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval prior to March 29. 1989. Any changes in procedures involving human subjects must be reviewed by UCRIHS prior to initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects, complaints, etc.) involving human subjects during the course of the work. Thank you for bringing this project to my attention. If I can be of any future help, please do not hesitate to let me know. Sincerely, Daniel A. Bronstein. 8.3.0. Vice Chair, UCRIHS DAB/sar cc: K. Ref! U" ' is a. One-ea}. love-e. "and We “emf-e. 1,4,...11 gym «1.11 an." hut-.11 3,15, M'leilula -9311 ms fl TO WHOM IT MAY CONCERN Mr.Awad Al-Thoubety came to Umm al—Qura University as a researcher in the Department of Education. During his stay he submitted to the Department of Foreign Languages a Ques- tionnaire in English on "Study to identify the competencies needed for A.D.E. teachers in Saudi Arabia" together with a translation into Arabic. I had the opportunity to read it in and check the authenticity of the translation which impressed me for its analytic clarity and its attention to detail. I am happy to write in support of Mr. Al-Thoubety,wishing him good luck in his future career. Mohamed Ph.D Chairman of the Department of Foreign Languages “MK/«M Dr. Asad Al-Ghalith Tn.oz.1m.1assnm -v-vnv--. I04" 190 KINGDOM or SAUDI ARABIA . - i: lays-51 WImI use!" or anemia ramm- ’ ’1 I ”7 dwzyj 54227. iii-mm Amway]; u. 1 ' . 1.2.14.1 _ FACILITY OF WHOM ' u: " '» ... Lsfi‘z—Q‘ waned ”MOPNIMW 1'13". .‘ " ‘.., ._; genus-”Admi ate-”N’s 3.51! 3.1!. tar-J! BMW-flat .131, . upwmuflwfig pupa”... ..r:.1.... 15,3181, -. wammgaxwlfiwI mob—1‘ 415 0.45.4...” ...1 W'w'f-‘uw’a é] .- SHHAR-Ai-SADAD now dmhiefi‘gtgg $4133."? ausercum or EDUCATION ms - ~1'-Vi‘\1'. -A 13.940 Tel. 02-7463008 191 .~ lag d, ‘-.—J". k...” 9.11.131...“ /\..::-\ 1| \'\ I‘I\l\‘ 3 IbIII” u—J‘ eJ‘gh-r-I 0:." 0’15} a . ;.__.J' Ir! 1.. “1+ /;5-,.\\.\\K\' : but.” ‘ p. .__.,+JI:_JI.;L__;._,J1;Jm 11+— W’ISJIgL: 1J1flh¢1 Jc1,.'....11- .LLs-‘U1U ..l.¢'l.w .—-——*I-II c—Icql. ~11-r/11/11 (3J3: 1, ' (VA-'1 ,'r1/1/1'1' riuIfiIIg 1.11.” -5... ..,,1.....1,..1..11L .1...J1 ..1 «111..., -...-.11~;,.1u_11( Engaij.) ¢L~—::.-. gig-As. a11-r/11/1v 459-1. 1/1'1-1 1,.1 ,'1,'1'1' .5. (1.11.941 U-JIaL-IJ-t-Uaule-JI Jr‘s 3.1....)1; g-h'ku JAM—I“:- J‘“ .143: J" 112—‘- bI: {I‘M-Jo‘i-IIitw «ear-.1 ~11-Y/11/1A éuI-‘u . graham, J-L‘JI $1.311, —Ir-II-1.A;./1','H q‘é/r/srt (I; Keg-I J Her-I4“ J4J1a's1o..uf.!;¢lc 'Li-r: 9.1... 91' ~I~xn1UI.~U u-I‘ a1,..11__.11..,..” -A/‘.’,’TA d—(UIngé' II “311 A/Y/YA 4.91:, r/YH .JJJ‘J‘J‘34L‘I‘HIL. ‘1' 'Ii-u 9... 1,3111 .3... .L1 3.9, 1.. -.1-..11 , web; q. .ijlit caU'c- ., I‘m-J . It‘d‘.‘ .3131...“ L‘Jmfi 0‘ J” H1gg,)1s‘!1 --1:-.1,'.\,':1 31L: I/A 1/1'1/1/11' .waI'JLmflIir-Fiub-J‘ 'It-u :fi)bzr/,\(.|JJ~.J- I1¢~JI, Ua-II' -LIAJJ...L.J|._;,',..L..&H,. JI'L" - J~11 A,’A/1’\' b-aLJILm.LsaJ1~..J-§J 1. “(1.4.9, .r—Iw L))——ir ‘ - 521.119." (“Ad-IIcv-‘JVUV ) (11V) 1“: RI-N NI": chaste-II Ja-oa-F-H-1 A._...I.1) 1.1.15.3, aI {MILL-fl ¢1~J1¢141_.,J1-1,.~1g1i,.g.1.u., ‘1 ‘1‘,L:a.hJ (~4,..__J1a,”..11a<...11 “sJLCHfiJe. TV“, e911" '1'15fl1 gust. - --‘\( A/A/long JIF-‘I - :I‘é-II: c-IIz-I-II .55: VII-II “I—‘sI J:—--=- 1’ ..__..-.. 1...: J.i..i.-.;.:-..JI.:.L,...JI‘L - r; 4:35;: . an L41)... HJ'uJstJIca/Jn J... ' I, l‘.I.-J1.~.~L11Us.uLsJI JJ, ~ch... "13h . suL.J1J.S, iaL-LJ Agni-“cl“, ..._¥I,JI cJI~...J/v- “4,31 IIJL:.:_.J1 “11-1.4 A." a‘uLg—"J’Lfia '01.” apatJI: A; “J...“ .~1.__J/J.-..-1.L1....1.J1w~11..1.__1’v ~)1;V1,~_,JLJI #3:;"IrI‘fl4‘14I'J/V‘ HJU‘ gr VH1. #21,“. w;:a,,_-,,.J1. fl... 3.19., ___;1,,11,.;,1:;.;_u/ “.1LJ1.,1..~11,.. .K_.,,,.I ' “LI-.211 ‘ s—L'Ieale...’ / ~~”’J1”J5I1f._b *JAJLa—J ~/V.- -.a.!IIJ1., ~03“ 19'.dIgI4VU‘OwUI,Ar1’PU/V(:,1.__.;.J1)q,.s.J1a.s.JIU”;’LA41.__J/¢ i__.,..s1sJ1;_,L:v..J-J /U:J,(.L.UI¢~’1.1V1.:.‘.IL¢;‘IJ [.1- rqu‘ J.>._.J [J 'Ls.s.‘11’ 192 }. 9414-» Leer-1' «w 41.11.11 ”.1131 3,13, Amman or” -‘--.-'.1 I2"». “a“ “9‘ Jan 1 _ fl .111 .4. -.-.J. -'1¢,.--.U¢J14J1;J13, if, 3.11.1... B—JK”, 1311‘s,, .1(__'.1£ f)‘———II . 9,121.1... _;,=.'I rift-”11+! 1.11m 93.111... a. 11114.1 14% ; 31:11.».ny / «.2141 91.11.» 1.1,...» 4249' 2.5.1) Lay-*2: ”111‘de LII—'1" JI-h-JI «ta-1 ’n-I kw Jq—J: cx 4.»- (yap—41'1”." 31:1..." “51,111 #1.; (”1.1 ..,->1.11.._,1-1.°o1 ““““ ‘1'?" ‘31-‘311'4'3-1-‘2’ 152-1'1“»??1 ,2L.,,1¢,.11 g/ . 1.11.11 .11, 4.141....41, 1.1.11 _..1_1,...1.1 53.224 ~ ‘1/1/A/<< 1.1.11 h‘d": 4.051- Jyu .J /- xvi—’7 v p J finmnw—u—gh "'w-u-mx.‘ mum'AI-m $199.41.“: ' ' mmmu-mm 1.4.4,“..H“: Thumb-MS] nun. , I DI fol-sly 11w.- " . «Au-- ku-n-m-mm 4-1-111111 113-“J “U..— 193 M116 ~----—$—:\5~~$ .4; 1.3M HHI 1:51-11 1 1\ Ar... “A“: ' o g . ‘ ' k‘ ' , 5H 9119.411 ‘JIJJ "u-NHM: Uh .q- —. . . ,L,€.11r,1..-.1 11.1.11 2:1. :11 . “.3 ‘6” 11.11.11 LN” rig-15.»:LJ1 -____.,- 211191-1121 -l.:1..1,.1 ; 13.1,... .11511121191 5,-1.1..." . ( 2,4,..." 1.7.11 221.41 #515,113»; 9.)..1 . L33; VIIIQL’IA-JIaga-Qi 6431...: ‘33. dry—3' 1.1.7 q:1,.:,.11. 92.5 ’ O JL~.:J‘ ”1.1:.‘2‘ W. E .1,.-1 . - 3‘J-I.v.~DIfiI w Junk. 194 MM “W : r—u ' Qér-JL-sr-Il-‘I-II \v94—11-71—é-r' = r12“ .._',,L_.11;J15, ' NBA J1.1.11..,1..."3.'1"'3.L..112:1. 111 :Lfifl _ ”i..." dhafllgflfifiiah. . : .1...” 1.11.1), 1.1.113...” ,LbeLJI 1...». v1 13.1.1... Viki, Mlfl‘py” I 51:...‘11 _ ’.___.51111._-.1-1:11 4.4.-51.5.1 ) 1.9.5., .1,:1‘.1J1:J1..,1 v‘I‘t-I' ° 1 311M VIII-f” q‘JwIn-I-‘vfl-I 11.4.. Mew-11¢» 1,6 .11., .. 11.1-- J 1.1.... 111. ' JL—‘g' 14“ 1’“ WI ww/I’L‘é) E“ “1,. 1,1 ,,.33&"’:, 011113” ”1.1310! 4"“ 'L’I‘ 0A Jfl/ ) 1 1.1.? (Q; 1 " ' r 9* V 4" '(y/y'. d /' NI . A’4/ («I ou-L-yIc)J1&-UJJ" .- 195 MM \ {‘1 : ,4) £5.9le 42.3,..Jl 151.1! K O ..... ' . 4 >———\r 44.: ii ¢JL_.u u}: ,uSJIrngI 2.4-?! :C’J’u .— ”:qu g3,;Jl13'.:.JL,M|flp,J.BJLa-_ : 4_._, ha"), .11! 1.4.4, rLLrlLJI .___:..., sf cal... v9.3), - ‘ lv'wényu-I',‘ / 31:...“ c_._.5)Ulc.I'h{J| 444.414,” my” .5541! UL.,J 9;“le . ( 3.4,..." 1,4,4! 2‘21...» ”1541,31,; $94.1 - Lab: gfl'ul-rL-Q'c-e-q‘ ‘44-: «L:- Jn-J J-T iwadv-A ,t__;:JI,,L..:,u 9,? 0“,. fag I - . V. Lt‘tJJL-«U 9).: - 196 MM a» “A : r-u ‘ yaflgflmfil‘: ’. I i; ; “fl JJLJ“ 3J5: ”4...:- 2.1..." 21.9: v :03? ' __ ff...» amywuuau... : 4_.,._flgg.urafi,f££}x.n L—Abq~;lLuL-‘ffiéfl gagfidy;nfiykgylr5h.il .__..5>UI..-.I-L&n 4.4.41.1); ) L99” .335th 111...): 93....» . ( LWIWIKLJI JJmnnLg-Wu . H-éxqfl'c—W'c-e- vi '4... 4., «=—.- M J-T ewwkrfl: ,L.__,SJI,,L.: ,t. 0,1 0 {$.A Ohfiflr9Qn'014d~ ‘0 o vL-y'e 13L ‘1' dez)” _ 197 512134103456 ('15. : f-J) 3.15M RAH—<14. ‘ JJLJ‘ 3.,‘5’ ,an Maw: my: 1:341” _ ”z...“ L_,_,'L,r,L..-.J!,4.;JL~.. 4.4., Q; 6451.... vs 4.3) Mtw‘pyuy / it“?! bjw‘ai'Lfll 4.4.-.1 Lb.) ) 1.1.5,.5” oififidl UL?! q:l.‘,.Jl . ( 1,4,1...“ 2w..." ESL.” @Jw‘nl‘s 91")“: “44.49.1444; JL—fl'rg‘fbw.’ /\ I' Caz—331’ 05,3." FM”. 0‘ 4.... 198 _,,- sass-$434.2 . ' : B’u OJ—JHJUJ NMd-fiwi-v“ : (33.” W' .-.,-J' ‘ ' z ”—4' pl“: .‘PY'P" I. leg'r’L‘azv-‘IWJSJ'JJ‘rf-J' H! _: L94... _: c6” 41H...” (Ll-url-J' —-H-Ala/nd' HA r3) Jab-“Us” JUJ'rJ-‘m-‘s-Lki- JWU' i—JLA aw" ducal-J M' dw- as» aw Jh-"Zéao'u. 9’ {mpg “.94.: 2.ij was! 4.4.; 2.5.4, 9,3,, .5541: ( ZW'Z-«H'm-J' J - - W; 45" c—‘eh-J‘cr-e- 3...:an hat-MAM r-‘J' .... :gbfifll e—w N A ~ 199 raw-99.29%; JJLJ|§JUJ dfiblinb". .. odd-1b,?- JJ)?‘ , 1', Zara? /t’/~L/ b a...” 6‘,” d." 94.1.11! 1...“ 9:14.112“ 90 «SAIL- .j H3), WW¢1Nf 51:...‘11 «LN |___mr,1..;wl.u 3. )UI el‘lfll 4,»: 2.5.. Lgyr,3[,5¢l|ilt.} "he: 94"” ‘M'c’ dfiahhphflha. o wwkn-U'JL-rob 0 3,4,...4l1,‘,~|ufl.1|q. “Dc-I31...) GAIL-9w “Lat-n: J.-1 o d.“ '3 % ' A o'c- Wbfifl cal-LU gL-i omnvowflz ( nu .(ul 1:048 0"". - nu mugs 200 astray. 29ij 244912442) JJl—_-M 3):” J1.5." F‘L': 2:34;! III-11:1- Lu um ab’ifll . ‘ . éuu .....U' ......,...)I.,SJ| “FL; J,.. V” a...“ 5,3,“ (1"‘1' Jw'fi-L‘J L,.a.,.a.~S.Jl . cfiflwtbjrfihrul 4- \t-A/A/Ya tub nv PJJLSJ'FL-ifhw1'oabgow'513 9,3,, .wsmuug ”a... 4.... 4L»! MUM» , 3.1;“pr J,... (Ly—thumt JJLQ'H‘: rJJoglJIal'uSfl 4.4.; 1.1).. , o «UJ ¢WW,3J“ $1: snow—J“? “NIH f/J o 655).”? )LSHH‘ZJ / 3),; W 0s unvn ‘ nuns .21,“ 201 f... 310.. 11:41:... : r—J," a. 4,...” w: 255.11 : Ht." u‘JLuI 3,15, ‘ :éL—ia'J-JI 5.4.31 4.4151165. ---------------------- JUL" fill; rah-1' Mr" 19 4- at -* r11“ -; 4..., . . 4:6,, 4112..., rig-,1.” .5, t oA/A/Yoéub: \' n PJJUthfi-fl platt- much-wai- qI-‘L'n 1.9.4,, 4,5»: :15.) W3...." c... gamut... HUI,” / Jbilgb 0.4;», . (LJHIWHSJJI .,aJl.SJI,1.:u.,u.5)ngl-LKJI 51.34.54 ) . 1,4,. val! “5,11,55,14..an 5,; cal... .11 4"“:- ../y WI]! L: Am, 4,... / 7’ .1/ A...“ Mug,“ \ .l V Jw'r'l‘u'a" 202 F ‘5’ ‘3 ‘ 1"" . -. mmamx A \t..4.....v+<¢.j.‘€.\: c'uu 52.5/“lav, M.;¢Wfl uflzmgggaqhg .0... .I P -. ._¢rhfl ”3W4“ ,}~fi ‘ ququunrfltrdeI .. / HcSnflbfirwl .L-flfifihbfiflnflyhjhpndhn;hhfl-%d‘fiéfldpmjydylJKJ“ («refiner-“WV JW'p-l» rad-J Hawk-J 'W' «wt-be 1 4+, ..i-‘MLA-J'u-e- as wag—a. Jr—r-J 11 w 1. 00000. rfi J, L 7,".141!’ a. . 9 rh/wt W/ .. 4,,_ “hi-"4...» [a v/\g APPENDIX D Rank Order of the 24 Competency Statements According to Mean of Perceived Importance 203 Table 1-nank order of the 2B cospetency statements according to scan of perceived inportance by teachers. Gospetency State-cut Hean SD Knowing the goal of teaching reading. writing. and sathesatics to ABE learners 1.27 ,ns Ability to use a variety of appropriate adult teaching aethods 1.29 .51 Knowing that adults need to be treated as adults at all tines 1.31 .53 Knowing learning differences between children and adults 1.31 .52 Ability to establish sutual respect with adult learners 1.35 .52 Cos-unicating effectively with adult learners 1.37 .51 Ability to use instructional nedia provided to adult learners 1.!! .60 Knowing anor causes of illiteracy and its probleas 1.!6 .6! Ability to relate content to real life problels of the adult learner 1.48 .62 Keeping infer-ed on new develop-ants. reconsendationa. and issues in ABE 1.50 .58 Applying appropriate techniques for evaluating adult learner progress 1.51 .57 Ability to isplesent necessary adjust-eats for ease in reading 1.53 .6! Knowing differences in background and experience among adult learners 1.61 .67 Ability to interpret goals and objectives of AB! progress 1.63 .63 Knowing what activates the adult learner to participate in ABE progress 1.65 .70 Ability to adapt available curricula to adult learners 1.67 .67 Ability to use counseling techniques to help adult learners solve acadeaic and personal probless 1.75 .77 Knowing adult learners want illediate benefits fros what they learn 1.76 .6l Ability to select curriculus activities appropriate to abilities of adult learners 1.76 .73 Ability to help adult learners develop positive concepts of the-selves 1.79 .69 Knowing cultural and social forces that influence adult learning 1.80 .68 Knowing local resources and agencies providing assistance and services to adult learners 1.88 .80 Knowing individual learner's needs 2.23 1.03 Ability to utilize adult learners' experiences in teaching lessons 2.39 .98 204 Table 2-nank order of the 2! cospetency statesents according to seen of perceived isportance by edsinistrators. Cospetency State-ant Mean SD Ability to relate content to real life probless of the adult learner 1.26 .!l Knowing the goal of teaching reading. writing. and sethesatica to A3: learners 1.33 .57 Knowing learning differences between children and adults ' 1.35 .75 Ability to establish sutual respect with adult learners 1.35 .!6 Ability to use a variety of appropriate adult teaching sethods 1.37 .!9 Knowing that adults need to be treated as adults at all tises 1.!0 .50 Cos-unicating effectively with adult learners 1.!2 .63 Ability to use instructional sedia provided to adult learners 1.!7 .55 Ability to isplesent necessary adjustsents for ease in reading 1.!9 .59 Keeping inforsed on new developsents. recossendations. and issues in ABE 1.!9 .51 Ability to interpret goals and objectives of All progress 1.5! .59 Applying appropriate techniques for evaluating adult learner progress 1.61 .6! Knowing sajor causes of illiteracy and its probless 1.63 .73 Ability to adapt available curricula to adult learners 1.65 .61 Ability to select curriculus activities appropriate to abilities of adult learners 1.67 .8! Knowing what sotivetes the adult learner to participate in AB! progress 1.67 .75 Ability to help adult learners develop positive concepts of thasselves 1.72 .59 Knowing differences in background and experience asong adult learners 1.7! .73 Ability to use counseling techniques to help adult learners solve acedesio and personal probless 1.79 .71 Knowing adult learners want issediete benefits fros what they learn 1.95 .72 Knowing cultural and social forces that influence adult learning 2.00 .66 Knowing local resources and agencies providing assistance and services to adult learners 2.33 .89 Knowing individual learner's needs 2.51 1.01 Ability to utilize adult learners' experiences in teaching lessons 2.70 .86 205 7.51. 3..Kank order of the 2! cospetency statesents according to seen of perceived isportanca by district supervisors. cospetency Statesent Mean 50 Keeping inforsed on new developsenta. reconsendationa. and issues in ABE 1.22 .!! Ability to use a variety of appropriate adult teaching sethods 1.22 .!! Ability to select curriculus activities appropriate to abilities of adult learners 1.33 .71 Ability to relate content to real-life probless of the adult learner 1.33 .71 Knowing learning differences between children and adults 1.33 .50 Knowing what sotivates the adult learner to participate in ABE progress 1.!! .53 Knowing sajor causes of illiteracy and its probless 1.!! .53 Knowing the goal of teaching reading. writing. and sathesstics to ABE learners 1.!! .73 Cos-unicating effectively with adult learners 1.56 .53 Applying appropriate techniques for evaluating adult learner progress 1.67 .71 Ability to use instructional sedia provided to adult learners 1.67 .87 Ability to establish sutuel respect with adult learners 1.67 .50 Ability to adapt available curricula to adult learners 1.78 .67 Knowing that adults need to be treated as adults at all tines 1.78 1.20 Ability to interpret goals and objectives of AB: progress 1.78 1.20 Ability to isplesent necessary adjustsents for ease in reading 1.89 .78 Ability to utilise adult learners' experiences in teaching lessons 1.89 .78 Ability to help adult learners develop positive concepts of thesaelves 1.89 .93 Knowing differences in background and experience asong adult learners 2.00 1.12 Knowing cultural and social forces that influence adult learning 2.00 .50 Knowing adult learners want issediate benefits fros what they learn 2.11 1.17 Knowing individual learner's needs 2.11 .78 Ability to use counseling techniques to help adult learners solve acedesio and personal probless 2.22 .67 Knowing local resources and agencies providing assistance and services to adult learners 2.56 .73 206 1.51. a..Kank order of the 2! cospetency statesents according to seen of perceived isportance by Ministry supervisors. Gospetency Statesent . Mean SD Ability to relate content to real-life probless of the adult learner 1.20 .!5 Knowing that adults need to be treated as adults at all tises 1.20 .!5 Ability to establish sutual respect with adult learners 1.20 .!5 Ability to adapt available curricula to adult learners 1.!0 .55 Knowing learning differences between children and adults 1.!0 .55 Knowing sajor causes of illiteracy and its probless 1.!0 .55 Knowing the goal of teaching reading. writing. and sathesatics to A8! learners 1.!0 .55 Cos-uniceting effectively with adult learners 1.!0 .55 Ability to use instructional sedia provided to adult learners 1.!0 .55 Ability to select curriculus activities appropriate to abilities of adult learners 1.60 .55 Ability to isplesent necessary adjustsenta for ease in reading 1.60 .55 Ability to interpret goals and objectives of All progress 1.60 .55 Keeping inforsed on new developsents. recossendationa. and issues in Al! 1.60 .55 Ability to use a variety of appropriate adult teaching sethoda 1.60 .55 Knowing adult learners want issediate benefits fros what they learn 1.80 .!5 Knowing differences in background and experience asong adult learners 1.80 .!5 Applying appropriate techniques for evaluating adult learner progress 1.80 .!5 Ability to utilise adult learners' experiences in teaching lessons 1.80 .!5 Ability to help adult learners develop positive concepts of thesaelves 1.80 .!5 Knowing what sotivates the adult learner to participate in All progress 2.00 .71 Knowing cultural and social forces that influence adult learning 2.00 .71 Knowing individual learner's needs 2.20 .!5 Ability to use counseling techniques to help adult learners solve acedesio and personal probless 2.20 .!5 Knowing local resources and agencies providing assistance and services to adult learners 2.60 1.1! A APPENDIX E Rank Order of the 24 Competency Statements According to Mean Percent of Teachers Who Needed Professional Development in Such Competencies 207 Table 1-—lank order of the 2! cospetency statesents according to percent of teachers who reported than as I'inadequate." Cospetency Statesant 3 Keeping inforsed on new developsenta. reco-endations, and issues in ABE 116.3 Ability to use instructional sedia provided to adult learners !0.8 Ability to select curriculus activities appropriate to abilities of adult learners 39.2 Ability to utilize adult learners' experiences in teaching lessons 38.6 Ability to adapt available curricula to adult learners 38.! Ability to use a variety of appropriate adult teaching sethods 36.1 Knowing cultural and social forces that influence adult learning 35.! Ability to isplesent necessary adjustsenta for ease in reading 32.7 Knowing local resources and agencies providing assistance and services to adult learners 32.2 Ability to use counseling techniques to help adult learners solve acedesio and personal probless 32.2 Knowing individual learner's needs 30.8 Knowing adult learners want issediate benefits fros what they learn 28.6 Knowing sajor causes of illiteracy and its probless 27.9 Ability to relate content to real-life probless of the adult learner 26.5 Ability to interpret goals and objectives of A8! progress 26.5 Knowing what sotivates the adult learner to participate in A8: progress 26.0 Knowing the differences in background and experience asong adult learners 25.5 Ability to help adult learners develop positive concepts of thesaelves 2!.5 Knowing the goal of teaching reading. writing. and sathesatics to ABE learners 22.! Knowing learning differences between children and adults 21.5 Applying appropriate techniques for evaluating adult learner progress 20.5 Knowing that adults need to be treated as adults at all tises 17.1 Ability to establish sutual respect with adult learners 15.0 Cos-unicating effectively with adult learners 208 Table 2-lsnk order of the 2! cospetency statesents according to seen percent of teachers who needed professional developsent in these cospetencies as perceived by adsinistretors. Cospetency Statesent 5 Ability to use a variety of appropriate adult teaching sethods 61.! Keeping inforsed on new developsents. recossendations. and issues in A8! 60.1 Knowing sajor causes of illiteracy and its probless 5!.7 Ability to isplesent necessary adjustsenta for ease in reading 5!.0 Ability to adapt available curricula to adult learners 53.3 Ability to interpret goals and objectives of A8! progress 53.0 Ability to use instructional sedia provided to adult learners 52.7 Ability to help adult learners develop positive concepts of thesaelves 51.9 Knowing cultural and social forces that influence adult learning 51.! Applying appropriate techniques for evaluating adult learner progress 51.! Knowing that adults need to be treated as adults at all tises 50.5 Cos-unicating effectively with adult learners 50.0 Knowing what activates the adult learner to participate in A8! progress !9.8 Knowing learning differences between children and adults !9.3 Ability to relate content to real-life probless of the adult learner !8.9 Ability to select curriculus activities appropriate to abilities of adult learners ua,e Ability to use counseling techniques to help adult learners solve acedesio and personal probless !8.3 Knowing the differences in background and experience asong adult learners 18.1 Knowing the goal of teaching reading. writing. and sathesatics to ABE learners “7.7 Ability to establish sutual respect with adult learners !2.2 Knowing adult learners want issediate benefits fros what they learn !0.6 Knowing local resources and agencies providing assistance and services to adult learners 38.! Knowing individual learner's needs 36.5 Ability to utilise adult learners' experiences in teaching lessons 33.0 209 Table 3-Kank order of the 2! cospetency statesents according to seen percent of teachers who needed professional developsent in these cospetencies as perceived by district supervisors. Cospetency Statesent 5 Keeping inforsed on new developsenta. recossendations. and issues in ABE 72.8 Knowing sajor causes of illiteracy and its probless 65.0 Ability to establish sutual respect with adult learners 63.3 Ability to select curriculus activities appropriate to abilities of adult learners 62.8 Cos-unicating effectively with adult learners 62.8 Ability to use a variety of appropriate adult teaching sethods 61.7 Ability to adapt available curricula to adult learners 59.! Ability to use instructional sedia provided to adult learners 58.3 Ability to relate content to real-life probless of the adult learner 57.8 Ability to interpret goals and objectives of AB! progress 5!.! Knowing what activates the adult learner to participate in AB! progress 53.3 Knowing learning differences between children and adults 52.8 Knowing the goal of teaching reading. writing. and sathesatics to A8! learners 50.8 Knowing cultural and social forces that influence adult learning 50.6 Ability to help adult learners develop positive concepts of thesaelves !8.3 Ability to isplesent necessary adjustsenta for ease in reading !7.8 Knowing the differences in background and experience asong adult learners !6.7 Knowing that adults need to be treated as adults at all tises !3.9 Ability to utilise adult learners' experiences in teaching lessons !3.9 Knowing local resources and agencies providing assistance and services to adult learners !2.8 Applying appropriate techniques for evaluating adult learner progress !2.2 Knowing individual learner's needs no.2 Ability to use counseling techniques to help adult learners solve acedesio and personal probless 38.0 Knowing adult learners want issediate benefits fros what they learn 35.0 V 221.0 Table !o-Kank order of the 2! cospetency statesents according to seen percent of teachers who needed professional developsent in these cospetencies as perceived by Ministry supervisors. Cospetency State-ant 3 Ability to adapt available curricula to adult learners 76.0 Ability to use a variety of appropriate adult teaching sethods 72.0 Knowing learning differences between children and adults 70.0 Knowing the goal of teaching reading. writing. and sathesatics to ABE learners 66.0 Cos-unicating effectively with adult learners 66.0 Ability to select curriculus activities appropriate to abilities of adult learners 6!.0 Ability to interpret goals and objectives of AB: progress 6!.0 Knowing sajor causes of illiteracy and its probless 6!.0 Keeping inforsed on new developsents. recossendationa. and issues in ABE 6!.0 Applying appropriate techniques for evaluating adult learner progress 6!.0 Ability to utilize adult learners' experiences in teaching lessons 6!.0 Ability to isplesent necessary adjustsenta for ease in reading 62.0 Knowing that adults need to be treated as adults at all tises 62.0 Ability to use instructional sedia provided to adult learners 62.0 Ability to relate content to real-life probless of the adult learner 61.0 Knowing adult learners want issediate benefits fros what they learn 56.0 Ability to use counseling techniques to help adult learners solve acedesio and personal probless 56.0 Ability to establish sutual respect with adult learners 5!.0 Knowing the differences in background and experience asong adult learners 52.0 Knowing what sotivates the adult learner to participate in ABE progress 52.0 Knowing cultural and social forces that influence adult learning 52.0 Ability to help adult learners develop positive concepts of thesaelves !8.0 Knowing local resources and agencies providing assistance and services to adult learners un,o Knowing individual learner's needs !2.0 APPENDIX F Chi-Square Results for the Significant Differences Between Importance of, and Need of Professional Development of, Competency Areas With Selected Demographic Variables by the Teachers 211 ao>oa conceauacmfin u .man scooped co cosmos on ounsanlwno Nx wmm.o : mmm.= on.o : OMN.m oom.o o o=m.m mop.o N m~©.m >—=.o N m:>.— omm.o m hom.a Nam.o : mao.m 00H>Lon1cH no coupncsn =0>.o N No>.o oofi>sonucu mm< vacuum uocxucoau¢ :Fm.o N mpm.N awo.o N wmw.: FoN.o m =:~.m hmw.o N pmm.o noncsoo mm< nausea so:\m=sxaa aNc.o : pmm.N Fmo.o a Nm=.a mmm.o o mam.a moz.o a =wm.m mm< ca cocoaconxm meanness mom.o a omo.— mcm.o a >mm.= PmN.o o mm=.~ cm—.o a b—o.o .um .coo cu cocoacoowm mcfinosob om—.o a me.c Nmm.o a pwm.m mm>.o o moN.m mma.o a mos.m acumen panama: pr.o : moo.o maa.o : oN>.m MNw.o o aoo.N NNa.o a Pom.m 0&4 .mam up Nu .mam up Nx .mam up Nx .mam he Nx cannwcn> acoucooouca nnoooum Hooo one second; mm< ssasodscso um< accouuosnuncu mm< oNoom mm< .nuonocou on» an noansfiuc> canonsmosoc copooaon saws noose accopooeoo no oocnucoosa couzuco neocououmuv unscauucmwn on» now nuannoc ocnsoulununlp «Home 212 Ho>oa mo.o um ucsoauacmane Ho>oH consOAuucman u .mgn soooouu mo ounmoc up ocnsanuazo Nx m>—.o c oNo.m oum.o o mmm.P 290.0 0 wo=.= oz:.o e oom.m ooa>con1ca mo coHumuso Nom.o m sa-.m mom.o m N=>.o cmN.o m om>.m DON.o m mao.= ocu>con1cw mm< vacuum nocxucoup< mm_.o m omm.= wmm.o m Fsm.m o:=.o m amo.N ammo.o m omp.m noncsoo mm< usage» po=\mcsxae mpa.o o awo.c arm.o o ooN.m opm.o o =ma.m oom.o o mmm.» mm< :H cocoaconxm anaconda m>—.o o aoo.m mop.o o om:.op mom.o o mNm.m oo>.o o oNN.m .um .cou cu cocouuooxm meanomoh 00:.0 o aNc.m espo.o o sma.mp sha.o c NoN.P mP~.o o mm>.m ooumou passes: Pom.o o Nom.o mo~.o o som.m Po~.o c mmp.m oNN.o o opp.m om< .usm cc mu .usm cu mu .msm so ma .msm do mu canasta> acoucoqoccH uncoocm anoo can techno; mm< asasoauuso mm< HecoauosuuncH mm< omoom mm¢ .nconono» on» >9 noannfins> canonumoaoo couooaon new: nnoun >ocopoosoo no acoeooao>ov Hccoannouono no coo: coosaon neocouohmau unscauacman on» com naasnos ounscnlwzoulm canes REFERENCES REFERENCES Al-Gurashi, Hassam. "Proposed Goals for Adult Basic Education Programs in the Western Province of Saudi Arabia as Perceived by Teachers and Administrators." Ed.D. dissertation, University of Northern Colorado, 1982. Al-Monayea, Mohammed A. “Problems Facing Adult Education and Eradication of Illiteracy School Principals in Saudi Arabia.” Educational Documentation, No. 20, 1980 (in Arabic). Al-Riyadh (Saudi Arabian Daily Newspaper), January 9, 1988 (in Arabic). Al-Shawan, Abdulrahman M. ”SocialEStudies Goals at the Intermediate-School Level in Saudi Arabia: Present Status and Future Needs.” Ph.D. dissertation, Michigan State University, 1985. Alsunbul, Abdulaziz. “ABE in Saudi Arabia." Adult Literacy and Basic Education, Vol. 9, No. 3, 1985, Alsunbul, Abdulaziz and others. Education System in the Kingdom of Saudi Arabia. King Saud University, Al-Faraqu Printers,'Rfyadh, 1987 (in Arabic). Al-Thobaitey, Dhaifalla A. "Middle School!50cial Studies Instruction in Saudi Arabia: Perception of In-Service Needs." Ph.D. dissertation, Michigan State University, 1988. Al-Wuzeinany, Mohammed M. "The Perceptions of Saudi Male Faculty Members at Colleges of Education in Saudi Arabian Universities Toward Public Service Activities." Ph.D. dissertation, Michigan State University, 1987. Alzamel, Ibrahim A. "An Analysis of the Role and Scope of the Adult Basic Education Program in Saudi Arabia.“ Ed.D. dissertation, University of Arkansas, l974. 213 214 Ary, Donald: Jacobs, Lucy Chester: and Razavieh, Asghar. Introduction to Research in Education. Chicago: Holt, Rinehart and Winston, 1972. Balmuth, Miriam. Essential Characteristics of Effective Adult Literacy Programs. University of the State of New YOrk, State Education Department, 1987. Barr, A.S. "Teaching Competencies." Encyclopedia of Educational Research, revised ed. New York: Macmillan, 1950, pp. 1446-1454. Bolton, E. “Program Evaluation Procedures in Adult Basic Education, An Application of Scriven's Methodology.” Unpublished Ph.D. Dissertation, Florida State University, 1975. { Borg, walter R. and Meredith D. Gall. Educational 1 Research, 4th ed. New Ybrk: Longman, 1983. Burley, Joanne E. "Andragogy: Implications for Preservice-Inservice Training." Department of Education, Chatham College, Pittsburgh, Pa., 1985. (ERIC Document Reproduction Service No. ED 264 386). Butcher, Donald and Clyde Ietarte. "Teacher Training for Adult Basic Education: Perceptions of a State Director of Adult Education." Adult Leadership, Vol. 17, No. 2, June 1968, pp. 81-82. Byron and Samir. Education in the Arab Wbrld. New Ybrk: Praeger Publishers, 1983. Camperell, Kay: Rachal, John: and Pierce, W. "ABE/GED Teachers: Characteristics and Training Needs." Adult Literacy and Basic Education, Vol. 7, No. 2, 1983. PP. 77-85. Chall, Jeanne: Heron, Elizabeth: and Hilferty, Ann. ”Adult Literacy: New and Enduring Problems." 52; Delta Kappan, V01. 69, No. 3, November 1987, pp. 190-196. Combs, Arthur W. The Professional Education of Teachers. Boston: Allyn and Bacon, 1965. Department of Educational Documentation, Saudi Arabia. "Qualitative Development of Adult Education and Illiteracy Eradication During the Years 1956-1985." Educational Documentation. Riyadh: Center for Statistical Data and Educational Documentation, No. 28, 1987, pp. 11-69 (in Arabic). 215 Draves, William A. How'to Teach Adults. Manhattan, Kansas: The Learning Resources Network, 1984. Fenn, N.E. "The Identification of Competencies Pertinent to the Certification of Teachers in Adult Basic Education." Unpublished Ph.D. Dissertation, Florida State University, 1972. General Directorate for Adult Learning. Saudi Arabian Kingdom's Efforts in Adult Education. A report, 1984 (in Arabic). General Directorate for Education in Riyadh. Strategy of Adult Education and Elimination of Illiteracy in the Kingdom of Saudi Arabia. Riyadh, Saudi Arabia, no date, pp. 8-9 (in Arabic). Ghamdi, Mohammed Abdullah Hajer. "A Study of Selected Factors Related to Student Dropouts in the Secondary Schools of Saudi Arabia." Unpublished Ph.D. dissertation, Michigan State University, 1977. Hamidi, Abdulrahman. "Motivational Factors Toward Literacy in Riyadh, Saudi Arabia." Unpublished Ph.D. dissertation, Arizona State University, 1975. Hamidi, Abdulrahman. "Motivational Aspects of Literacy Education for Adults in Saudi Arabia." Adult Literacy and Basic Education, Vol. 1, No. 4, Winter 1978, pp. 27—36. Hamidi, Abdulrahman. "Adult Education in Saudi Arabia." Lifelong learning: The Adult Years," Vol. 11, No. 5, January 1979, pp. 30-33. Hammad, Mohamed Abdulla. "The Educational System and Planning for Manpower Development in Saudi Arabia." Ph.D. dissertation, Indiana University, 1973. Holden, John B. "Improving the Status of Public School Teachers of Adults." Adult Education, Vol. 8, No. 2, Winter 1958, pp. 87-92. Hosain, Mohammed H. "An Analysis of Some Organizations Involved in Adult Education in Saudi Arabia." M.A. thesis, Southern Illinois University at Carbondale, December 1986. 216 Imel, Susan. "Guidelines for Working with Adult Learners. Overview. ERIC Factsheet No. 25." National Institute of Education (ED), washington, D.C., 1982 (ERIC Document Reproduction Service No. ED 237 811). Jorgenson, Evelyn Elizabeth. “The Need for Staff Development in Adult Basic Education." Lifelong Learning: An Omnibus of Practice and Research. Vol. 11, No. 7, 1988, pp. 8-9 and 13. Kingdom of Saudi Arabia. Educational Policy in the Saudi E Arabian Kingdom, 1970 ~ Knowles, Malcolm S. Informal Adult Education. New Ybrk: Association Press, 1951. Knowles, Malcolm S. The Modern Practice of Adult Education: Andragogy versus Pedagogy. New Ybrk: Association Press, 1970. Kozol, Jonathon. Prisoners of Silence: Breaking the Bonds of Adult Illiteracy in the United States. New YOrk: Continuum, 1980. Lamorella and others. "Teaching the Functionally Illiterate Adult: A Primer." Reading_§orizons, Vol. 23, No. 2, Winter 1983, pp. 89-94. Macomb County Intermediate School District. "Michigan Adult Basic Education Needs Assessment." Final Report. Educationa11lesources Information Center, 1978 (ERIC Document Reproduction Service No. ED 183 576). Ministry of Education. Chapters in the History of Education in Saudi Arabia: Illiteracy Eradication and Adult Education. Riyadh, Saudi Arabia, 1984a (in Arabic). Ministry of Education. Adult Education and Combatting Illiteragy. Riyadh, Saudi Arabia, 1984b (in Arabic). Ministry of Education, Educational Statistics in the Kingdom of Saudi Arabia, 1984/85, 18th Issue. ifiyadh, Saudi Arabia, 1985. Ministry of Education. Statistical Diary of the Ministry of Education Schools: Adult Education Centers, 1985786. Riyadh, Saudi Arabia, 1986a. 217 Ministry of Education. Ministry of Education' 8 Efforts in Illiteracy Eradication and Adult Education Through Ten Years. Riyadh, AleFaraqur Printers, 1986b (in Arabic). Ministry of Education. Statistical Summaries of Learning of Ministry of Education, 1986-87. Riyadh, Saudi Arabia, 1987. Ministry of Education. ”An Early Analytical Survey of the March of Education in Saudi Arabia for 1987." Educational Documentation. Riyadh: Center for Statistical Data and Educational Documentation, No. 29, 1988, pp. 12-57 (in Arabic). Mocker, Donal and others. "Adult Basic Education Teacher Competency Inventory." Kansas City: Missouri University, Center for Resource Development in Adult Education, October 1974 (ERIC Document Reproduction Service No. ED 105 298). Newberger, D.A. "Learning Disabilities and Competency Based Instruction: Intertwined or Poles Apart?“ Journal ofJLearning Disabilities, Vol. 16, 1983, pp. 393-397. Niemi, J.A. and C.V. Davison. "The Adult Basic Education Teacher: A Model for the Analysis of Training." Adult Leadership, February 1971, pp. 246-48, 276. Rossman, Mark H. and Stephen Powers. "Perceptions of Adult Basic Education Administrators and Teachers Regarding Skills of Teaching.“ Adult Literacy and Basic Education, Vol. 5, No. 1, Spring 1981, pp. 33-41. Sheldon, James and Gordon Wasinger. "Selection of Teachers, Leaders and Other Supportive Staff." Chapter 14 in Administration of Continuing Education. Nathan C. Shaw, ed. washington, D.C.: National Association for Public School Adult Education, 1969. Short, E.C. "The Concept of Competence: Its Use and Misuse in Education." Journal of Teacher Education, Vol. 36, No. 2, 1985, pp. 2-6. Sikula, John P. "Concerns about Teacher Competency Testing in Indiana." Teacher Education, val. 20, No. 1, Summer 1984, pp. 14-18. 218 Smith, Richard. “A Study to Determine the Perceptions of the Competencies Needed by Adult Basic Education Teachers." Unpublished Ed.D. Dissertation, Oregon State University, 1972. Spence, R. and L. Evans. "Dropouts in Adult Education." Adult Education, Vol. 6, 1956, pp. 221-225. Spungin, Susan. "Competency Based Curriculum for Teachers of the Visually Handicapped: A National Study." Ed.D., American Foundation for the Blind, 1977. Stafford, David. "An Assessment of the Inservice Training Needs of Part-Time ABE Teachers in the State of washington. ABE Survey. Final Report." Renton Vocational Institute, washington, 1981 (ERIC Document Reproduction Service No. ED 218 486). Stainback, Susan B. and William C. Stainback. "Competency-Based Teacher Education: A Clarification and Rationale." Teacher Education, Vol. 8, No. 3, Spring 1973. pp. 17-22. Stulac, Josef and others. ”Special Education Competencies for Teachers Projects. Final Report." Metropolitan Cooperative Educational Service Agency, Atlanta, Georgia, August, 1978 (ERIC Document Reproduction Service No. ED 169 708). Summers, Edward. "Adult Basic Education: A New Dimension in Reading." Adult Leadership, Vol. 15, No. 1, May 1966, Pp- 2-4 and 25-28. Turjiman, Abdurahim. "Kingdom of Saudi Arabia's Experience in the Field of Adult Education and Illiteracy Eradication." Continuinngducation, No. 8, 1984, pp. 121-129 (in Arabic). UNESCO. Statistical Yearbook. UNESCO, France, 1988. U.S. Bureau of the Census. Statistical Abstract of the United States, 105th ed. washington, D.C., 1985. Wesley, K. "Evaluation of Educational Outcomes of Selected Haitian Primary Schools." Ih.D., Michigan State University, 1986. Wharton, George. "Teaching Strategies in Adult Basic Education: a Review of the Literature." Adult Literacy and BasicEducation, val. 2, No. 4, Winter 1979, pp. 225-233. 219 Williams, David C. "Toward an Ergonomics of Adult Basic Education Instructor and Staff Development.“ Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada, April 12, 1983 (ERIC Document Reproduction Service No. ED 228 444). Williams, Graham L. "Adults Learning About Adult Learning." Adult Education, Vol. 52, No. 6, 1980, pp. 386-391. Wisniewski, R. ”The Competency Muddle." Teacher Education and Practice, Vol. 1, No. l, 1984, pp. 35-38. Zinn, Lorraine M. "Adult Basic Education Teacher Competency Inventory: Puerto Rico. Final Report." Kansas City: Missouri University, Office of Education, September 1974 (ERIC Document Reproduction Service No. ED 105 110). Zinn, Lorraine M. "Adult Basic Education Teacher Competency Inventory: Virgin Islands. Final Report." Kansas City: Missouri University, Office of Education, March 1975 (ERIC Document Reproduction Service No. ED 109 337). 93 030 “8 ||| [7 m6 “0 “l2 ”8 m1