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[MEWS
LIBRARY
Michigan Sub
University
This is to certify that the
thesis entitled
A Study of the Effectiveness of the
Teacher Preparation Program at
Kuwait University Based on
A Follow-up of 1976 Graduates
l
presented by 1
Abdulrahman Ahmad A1 Ahmad
has been accepted towards fulï¬llment
of the requirements for
Ph.D. Education
degree in
adwt¢
Datvéf â€/6/6/7f
0-7639 1
A STUDY OF THE EFFECTIVENESS OF THE TEACHER
PREPARATION PROGRAM AT KUWAIT UNIVERSITY,
BASED ON A FOLLOW-UP OF 1976 GRADUATES
By
Abdulrahman Ahmad Al-Ahmad
A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Division of Student Teaching and
Professional Development
1978
ABSTRACT
A STUDY OF THE EFFECTIVENESS OF THE TEACHER
PREPARATION PROGRAM AT KUWAIT UNIVERSITY,
BASED ON A FOLLOW-UP OF 1976 GRADUATES
By
Abdulrahman Ahmad Al-Ahmad
Purpose
The main purpose of this study was to analyze the present
teacher preparation program at Kuwait University, using a follow-up
study to evaluate the quality of training received by graduates of
the 1975-76 academic year.
Methodology
A 65-item questionnaire was developed for use as the data-
collection instrument. It comprised five sections: general infor-
mation, teaching Skills, student teaching, professional courses in
education, and proposed recommendations.
The population of this study comprised all the l976 education
graduates from Kuwait University. Responses were obtained from 22l
of the 249 education graduates, for a return rate of 88.75 percent.
Descriptive statistics were used to analyze the l976 graduates'
ratings of the teacher preparation program at Kuwait University, as
elicited by the questionnaire.
Abdulrahman Ahmad Al-Ahmad
Major Findings
l. The l976 graduates, in general, considered themselves
effectively prepared in 5 of the l9 teaching skills studied, whereas
they felt ineffectively prepared in 6 of them. They rated their
preparation in the remaining eight skills as average.
2. The graduates were satisfied with the experiences they
had had in student teaching. They rated highest their student teach-
ing at the secondary level.
3. Eight courses in education were evaluated "very valuable"
to "valuable" by the respondents. One course was rated "average" and
four courses were rated "below average."
4. In their evaluation of preparation in l9 teaching
skills:
a. Males responded differently than did females. Only
two skills were ranked the same by both groups.
b. Graduates who held teaching jobs at different teaching
levels ranked their preparation in specific teaching
skills differently. The only exception was "dealing
with different departments in the Mininstry of Educa-
tion," which all groups ranked the same.
c. The l976 graduates with majors other than education
ranked differently their preparation in specific teach-
ing skills. "Constructing an appropriate lesson plan"
was the only skill ranked the same (first) by all
graduates, regardless of major.
Abdulrahman Ahmad Al-Ahmad
Ten teaching skills were ranked the same by the
graduates who were teaching only in their major and
those who were not. In contrast, the two groups
ranked nine skills differently.
5. In their evaluation of the six experiences they had had
during student teaching:
a.
Male and female graduates ranked two experiences the
same; the others were ranked differently.
The l976 graduates who were teaching at four educa-
tional levels ranked the student teaching experiences
differently.
No one student teaching experience was ranked the
same by the 1976 graduates in majors besides education.
Only â€supervision of student teaching in the secondary
school" was ranked the same (fourth) by the graduates
who were teaching only in their majors and those who
were not.
6. In their evaluation of the ll required and 2 elective
courses in education:
a.
Male and female graduates ranked all but one course
differently; both sexes ranked "Teaching Methods (1)"
number one.
Only three education courses were ranked the same
(below average in value) by l976 graduates who were
teaching at different levels.
Abdulrahman Ahmad Al-Ahmad
c. No one course in education was ranked the same by
all graduates in majors other than education.
d. With the exception of four courses, there were differ-
ences in the rankings of education courses by graduates
who taught only in their majors and those who did not.
Both groups of graduates agreed on the rankings of
their preparation in the "audiovisual" course as
"excellent" to "good," and rated their preparation in
"foundations of education," "curriculum," and "develop-
ment of educational thought" as "below average" or
"of little value."
Recommendation
It was recommended that professional courses in education be
evaluated in terms of whether they are actually providing prospective
teachers with the competencies they need to enable them to function
effectively in the schools.
This dissertation is dedicated to those who have been a
source of love and support: my wife, Hussah, and my
two lovely sons, Fahad and Feras.
ii
ACKNOWLEDGMENTS
This dissertation is the product of the efforts of the
researcher, the chairman of my guidance committee, the guidance com-
mittee members, former instructors at Kuwait University, personnel at
the Kuwait Ministry of Education, questionnaire respondents, and my
family. I would like to express my gratitude and appreciation to the
many kind people who have encouraged my efforts and supported my
Spirit in order to make this study a reality.
In particular, a sincere thank you is due my committee chair-
man, Dr. N. Henry Kennedy, who provided guidance throughout the course
of my doctoral program. For his professional support, his friendship
throughout several of my developmental stages, and his patience, I am
truly grateful.
The members of my committee--Dr. Richard Gardner, Dr. Walter
Scott, and Dr. George Myers-—provided me with assistance and wise
direction in my professional training and the research for this dis-
sertation.
I wish to recognize and express my appreciation to Dr. Hassan
Al-Ebrahim, the president of Kuwait University, for his support during
my stay in Kuwait to collect data. Also, my great thanks to Dr. Fathi
Al-Dib and Dr. M. S. Mogawer, who spent long hours assisting with my
questionnaire in Kuwait. I would also like to thank Dr. M. Nasir
for his encouragement in my academic endeavors.
iii
My appreciation is extended to many Kuwaiti administrators at
Kuwait University such as Mr. Anwar Al-Noori, the former General Sec-
retary of the University. Also, my thanks to the directors of the
departments of kindergarten, elementary, intermediate, and secondary
level education in Kuwait.
I am grateful to the 1976 graduates in education from Kuwait
University. Without their cooperation this study would not have been
possible. They furnished the raw data and enabled me to finish col-
lecting data on time.
The greatest sacrifices were made by my small family, who
had to patiently bear my absence for long periods of time so that I
could complete the requirements for the Ph.D. degree.
iv
TABLE OF CONTENTS
LIST OF TABLES .........................
LIST OF FIGURES .........................
Chapter
I. THE PROBLEM ......... ’ ..............
Introduction .....................
A Brief Description of the Educational System in
the State of Kuwait .................
Kindergarten Level (Age Four to Six) ........
Elementary Level (A e Six to Nine) .........
Intermediate Level (Age lO to T4) ..........
Secondary Education Level (Age 14 to l7) ......
A Brief Description of the Teacher Preparation
Program at Kuwait University ............
II.
REVIEW OF RELATED LITERATURE
Introduction
Pre-Service Teacher Preparation Programs
Professional Courses in Education ...........
Student Teaching
The Purpose of Establishing Kuwait University . . . .
The Inception of the Department of Education
Student Teaching as Part of the Teacher Preparation .
Program at Kuwait University Until l975-1976
Teacher Preparation Under the Elective-Course System .
Student Teaching Under the Elective-Course System . .
Purpose of the Study
Justification for the Study ..............
Limitations of the Study
Statement of the Problem
Definition of Terms ..................
Questions to Be Answered by the Study .........
Research Hypotheses ..................
Organization of the Study ...............
Chapter
III. PROCEDURES AND METHODOLOGY ...............
Population ......................
Instrumentation ....................
Arabic Version of the Questionnaire: Testing Its
Understandability and Readability ..........
Locating the Graduates ................
Obtaining Official Permission for Meeting Teachers .
Collecting Data ....................
Analysis of Data ...................
Summary ........................
IV. PRESENTATION OF DATA ..................
Description of Population ...............
Research Questions ..................
Research Question l .................
Research Question 2 .................
Research Hypothesis I ................
Research Hypothesis II ...............
Research Hypothesis III ...............
Research Hypothesis IV ...............
Research Question 3 .................
Summary of Findings ..................
Teaching Skills ...................
Student Teaching ..................
Professional Courses in Education ..........
V. CONCLUSIONS AND RECOMMENDATIONS .............
Conclusions ......................
Recommendations for Improving TPPKU ..........
Recommendations for Decision Makers at TPPKU .
Recommendations for Further Studies . . . . .....
APPENDICES ...........................
A. THE UNIVERSITY COUNCIL RESOLUTION TO CONSTITUTE A
COMMITTEE FOR THE COLLEGE OF EDUCATION PROJECT
8. QUESTIONNAIRE ......................
C. LETTER OF VERIFICATION OF THE READABILITY AND UNDER-
STANDABILITY OF THE ARABIC VERSION OF THE QUESTIONNAIRE .
D. ARABIC VERSION OF THE QUESTIONNAIRE ...........
E. CORRESPONDENCE .....................
BIBLIOGRAPHY ..........................
vi
Page
144
145
151
154
155
156
158
168
170
189
Table
1.1
1.2
LIST OF TABLES
General Summary of the Number of Schools, Students,
and Teachers for School Year, 1977-1978 ........
Expenditure According to Educational Level and Type of
Education During 1974-1975 ...............
Growth in Student Enrollments in Education at Kuwait
University in the Third and Fourth Academic Years
The Distribution of the Population of the Study
According to Their Major Other Than Education .....
Obtained Responses as the Result of Personal Contact
in Schools .......................
Responses Received From the Graduates Who Here Not
Teaching in Kuwaiti Schools ..............
The Received Responses From the Educational Leaders
Either at the Ministry of Education or at Kuwait
University .......................
Reasons That the Graduates Listed for Not Being in
Teaching ........................
Number of Graduates Who Had Full-Time Teaching Jobs at
the Different Educational Levels ............
1976 Education Graduates and Their Majors ........
Responses of 1976 Graduates in Education to the
Effectiveness of Their Preparation in Teaching Skills
The Effectiveness of TPPKU in Preparing the 1976
Graduates in Education for These Teaching Skills . . . .
Rating of the Effectiveness of Student Teaching
Experience by 1976 Graduates in Education .......
The Effectiveness of Student Teaching Experiences as
Evaluated by 1976 Graduates ..............
vii
15
60
67
68
69
77
78
BO
83
84
86
87
Table
4.8
4.9
The Evaluation of Education Courses by 1976 Graduates
The Value of Education Courses as Perceived by 1976
Graduates .......................
Male and Female Graduates' Ratings of Their Preparation
in Different Teaching Skills ..............
Mean Responses of Male and Female Graduates to Their
Teacher Preparation ..................
Male and Female Graduates' Evaluation of the Experience
That They Had in Student Teaching ...........
Male and Female Graduates' Evaluation of Their Student
Teaching Experiences ..................
Male and Female Graduates' Evaluation of Professional
Courses in Education ..................
Male and Female Graduates' Rating of the Value of the
Education Courses ...................
Responses of the Graduates to Their Preparation in
Teaching Skills, by Present Teaching Level .......
Ratings of Preparation in Specific Teaching Skills by
the 1976 Graduates at Four Teaching Levels .......
Graduates' Evaluation of Student Teaching Experience,
by Present Teaching Level ...............
Evaluation of the Student Teaching EXperience by 1976
Graduates at Four Teaching Levels ...........
The Number of Classes the 1976 Graduates Taught During
Student Teaching in the Secondary School ........
Frequency of Supervisory Observation During Student
Teaching, by Teaching Level of 1976 Graduates .....
The Adequacy of the Number of Observations for
Preparing Effective Teachers ..............
The Consistency Between What the 1976 Graduates Learned
in Education Courses and the Instructions of Their
Supervising Teachers ..................
viii
Page
89
9O
93
94
96
97
99
103
104
109
110
111
Table Page
4.24 Graduates' Ratings of the Value of Their Education
Courses, by Present Teaching Level ........... 112
4.25 The Value of Education Courses as Perceived by 1976
Graduates, by Teaching Level .............. 113
4.26 Responses of Graduates to Their Preparation in
Teaching Skills, According to Major .......... 116
4.27 Ratings of Preparation in Specific Teaching Skills by
the 1976 Education Graduates in Four Majors ...... 117
4.28 The Evaluation of Student Teaching Experiences by
Graduates in Four Majors ................ 120
4.29 Ranking of the Evaluation of the Student Teaching
Experience by Education Graduates in Four Majors . . . . 121
4.30 The Number of Classes the Graduates in Four Majors
Taught Each Week During Student Teaching ........ 122
4.31 The Number of Times the Graduates in Four Different
Majors Had Been Observed Each Week During Their
Student Teaching in Secondary Schools ......... 123
4.32 Adequacy of the Number of Observations During Student
Teaching, as Perceived by Graduates in Four Majors . . . 124
4.33 The Consistency Between Education Courses and
Instruction of Student Teaching Supervisors, as
Perceived by Graduates in Four Majors ......... 125
4.34 The Evaluation of the Professional Courses in Education
by Graduates in Four Majors .............. 126
4.35 The Value of Education Courses, as Perceived by
Graduates in Four Majors ................ 127
4.36 Ratings of Their Preparation in Specific Teaching Skills
by Graduates Who Were Teaching Only in Their Field
of Specialization (Yes) and Those Who Were Not (No) . . 130
4.37 Rankings of Teaching Skills by Graduates Who Were
Teaching Only in Their Major Field and Those Who
Were Not ........................ 131
4.38 The Evaluation of Student Teaching Experiences by
Graduates Who Were Teaching Only in Their Major
Field and Those Who Were Not .............. 133
ix
Table Page
4.39 Rankings of Evaluations of Student Teaching by
Graduates Who Were Teaching Only in Their Major
Field and Those Who Were Not .............. 134
4.40 Evaluation of Education Courses by Graduates Who Were
Teaching Only in Their Major Field and Those Who
Were Not ........................ 137
4.41 Rankings of Education Courses by Graduates Who Were
Teaching Only in Their Major Field and Those Who
Were Not ........................ 138
5.1 Responses of the 1976 Graduates in Education From
Kuwait University to Proposed Recommendations ..... 147
5.2 Additional Suggestions by the Graduates to Improve TPPKU . 152
Figure
1.
LIST OF FIGURES
The Structure of the Educational System
xi
‘
4‘1
9
1 oil-+411
CHAPTER I
THE PROBLEM
Introduction
This is a study to evaluate the program of teacher prepara-
tion at Kuwait University--in (1) teaching skills, (2) student
teaching, and (3) professional courses in education--as seen by the
graduates of the program in 1975-1976. Selected demographic and
academic characteristics of the respondents were analyzed and recom-
mendations of the graduates for changing and/or improving the program
for future students were considered.
Needless to say, the teacher preparation program at Kuwait
University is intentionally planned to prepare university students
who select teaching in public education as their career. It is
necessary to comprehend the educational system in Kuwait in order to
understand the teacher preparation curriculum and the recommendations
that were generally emphasized by the graduates.
A Brief Description of the Educational System
in the State of Kuwait
The state has defined its educational role in the following
constitutional provisions:
Article 13:
Education is a fundamental requisite for the progress of
society, assured and promoted by the State.1
Article 40:
Education is a right for Kuwaitis, guaranteed by the State
in accordance with law and within the limits of public policy
and morals. Education in its preliminary stages shall be com-
pulsory and free in accordance with law.
Law shall lay down the necessary plan to eliminate illiteracy.
The State shall devote particulaé care to the physical, moral
and mental development of youth.
Historically, the movement for formal education began in 1912,
when the Al-Mubarekiah School was established from the citizens'
donations. After 24 years of schools operated by a group of citi-
zens, an initiative action was taken by a group of citizens as a step
toward organized formal education at a nationwide level. Therefore,
On July 30, 1936, they held the first meeting in the Munici-
pality. There were 80 persons all of them Kuwaiti, who
agreed and urged Abdulla Aljabir, who was head of that
meeting, to send their pr0posal to Al-Shaikh Ahmad Al-jabair,
the ruler of Kuwait. The ruler ordered the establishment of
a board of education.3
Since that date, there has been increased interest in edu-
cation, especially after the initiation of the Fï¬nistry of Education.
Immediately after achieving Kuwait independence in 1961, the Mininstry
of Education replaced Edar-al-Maarif in handling educational affairs.
"The State accepted the responsibility to provide free education to
every Kuwaiti from Kindergarten to University, including all types
of vocational and professional education"4 (as shown in Figure 1).
In 1965, a law was issued by the government adopting universal com-
pulsory education for every Kuwaiti child up to age 16, which covers
kindergarten, elementary level, and intermediate level. In keeping
with this law:
.Emumxm pocowucuauo mzu yo mcauuacam ugh--.p mcaowu
.--o~m_ soc; we xmo_o:;umh uo__aa< so» u_83=x
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.Awumu_m_ucou .oogom xgmccouwm as» cmuwo menu» ozuv mxom so» muauvumc~
pmwugmesou on» an vmuopnmc use o~-mnm— soc» mm uuncogmam noun «a: macaw agoucouwm us» go» «swap—ocean
.Amumuwwwucou .oozom xcuncoumm mzu qumo memo» ozuv m—wa Lo; ouaupum:_
pcvucmesou mg» he cmuopaoc ecu w~-m~m_ soc» mo vauconam comp was waoum acoucouwm ms» Lou acme—poucuo
.mno— xv: .ucmsgcmamo acwcwoch muv>smmlc~ can mcwccapa .co'umoavm yo xgum.:_z "mucaom
meg--HmH--H~H--H_H Hog--ï¬ma--mmu--mpg-
Am—Lpu vco mxomv cowumozvu pmvumam we muaumumc~
meg--mmg--m~a--m_H--H5H--Hmm--n~d--m_u
Amxomv ousuwumc_ m=o_ F_~¢
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mam—Fog newcuomh uwmmppou Pmu_:;ump
E--E:E:EI313:5;:2 E:E:E:E 3:5--313-
Amy—neon can mopozv Amxom .mpcwcv :o_uou co_uco:om zowumuauw
upmzsx Go xu_mgo>v:= lava xcavcome pogwcow wuo_umscou:_ .ecmcwu xcme_cg
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The State school system is open to Kuwaiti children irrespec-
tive of residence, sex, social or economic status. In addi-
tion, the Ministry of Education is seriously trying to extend
educational services to the sons and daughters of all the
expatriates. It has kept for them 37% of students' places.
In 1974-1975 their number in the government schools was 67,446
students (males and females).5
They are provided the same facilities as Kuwaiti students without
any restrictions.
The structure of the educational system--educational ladder
(2-4-4-4)--that is followed presently was adopted in 1954-55 after
comprehensive evaluation of the educational system by Dr. Akrawi and
Ismail Kabani, as shown in Figure 1. Education for boys and girls
is separate at all levels with the exception of kindergarten, where
co-education has been implemented.
Kindergarten Level (Age Four to Six)
The age of eligibility for kindergarten enrollment is four
years and at the end of two academic years (six years of age) the
student automatically transfers to the elementary level.
The main objective of this period as recognized by the Ministry
of Education is to provide "a transitional period between the home and
formal schooling. The curriculum and the environment of the kinder—
garten is designed to enable the proper mental and physical development
of pre-school children."6
The teaching staff is restricted to females who must obtain
a diploma from a four-year teacher training institution as a minimal
qualification. Among the 249 graduates from Kuwait University in 1976
with preparation in education, 23 female graduates were appointed to
kindergarten schools. These novice teachers were given additional
training for this type of work by senior teachers and kindergarten
supervisors as a part of the Department of Kindergarten regulations.
The total number of teachers in kindergartens is 1,169 female
teachers for 15,410 students, which means 13 students per teacher
(shown in Table 1.1). Each student cost the Ministry of Education
469 Kuwaiti dinnars in the academic year 1974-1975 (shown in
Table 1.2).
Elementary Level (Age Six to Nine)
The age of eligibility for attending primary school is six
years. This school provides four years of education in the basics in
order to prepare the students academically for the next level.
The main objectives of this level of education are:
1. To help the pupil develop his mental ability by providing
him with various kinds of simple and valuable knowledge;
and
2. To help him to develop spiritual and moral growth through
appropriate religious and ethical institutions.7
Boys and girls study the same textbooks and their require-
ments are the same for passing this level.
As shown in Table 1.1, there were 3,642 male teachers and
3,375 female teachers with a student-teacher ratio of 16:1. Of the
education graduates of Kuwait University in 1976, 15 out of 193 were
assigned to this level by the Ministry of Education. Because they
didn't have the necessary preparation for this level of teaching and
A.:ouuwc3wexpv
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mp pm me mom.m_ weo.o_ em~.m we em mw_.mm~ eme.w__ vm~.wm_ can wm_ .m. _euew
. . coweeueee .ewueem
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m cop me no co. mew mew _ p we megawam:_ awexex
op mm mo o~_ me em em we wv~._ owe mum N _ _ euceeseu we eueuwumc_
oo— mm mm oo. oo_ oo_ — — zu—ee: we eueuwem:_
e . ocwcweuh
- mom m__ No me um «No _ New wwm m p _ Legueeh we eueewum:_
Am_ewme .oozum
N co. mo mo co. ee_ cap _ _ moo—.0e .~_Lem=ec_
eecesseu
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o .m we eem.e mm~.~ o__.~ we mm v.o.ov oo_.m_ wem.o~ em KN mm _e>e_ xceuceumm .ececeu
m. we Nm «wo.o .om.~ om_.m me mm omm.ow www.mm www.me e__ mm _c pe>ep eueweeeLmu:_
m_ we mm Npo.w mmm.m Nee.m we em ~m~.¢pp m_o.mm e-.~o me_ we we _e>e— xgeuceeepm
m_ cow mm_.P eo_._ we mm o_e.m_ omm.w emc.m om om ceuceacee:_x
ï¬wmpesew me_ez _euew me_e2ew wepez m_qu maem .eeew m_c_u mxem .euew mpcwo exec
Legeeeh e .1 1 4
ea eweem mcmnueew we xmm x2 meceeeem we xem we wwwwwuuww m_e>e4 wecewueeeem
cm a . . .
u e um emeeceucee mcezceew we Leasez emeeemucee muceeeem we geezez m_ee;um we Lease:
,1..." ..lh111,u,N>111111ru1.hPhuu l--1>1h111n.hr.-u.nLnn.p «urn I..1:u.«.h,.iuur "1.. "4.14.5“... at â€H-.. .annhlnhll; “wan“... 1-n nulllwï¬nhhvunu..N11r.lLulinhln NHPPIINhiuhuoiv I.
.m~o_-mwa_ .Lemx —ee:um Lew mgmgueeu uce .mucmueum .mpoegum we Lease: one we ALQSszw—egmcmuuu.—.~ m—neh
Table I.2.--Expenditure according to educational level and type of
education during 1974-1975.
Total Cost per
Level and Type Students' Expenditure Peggegï¬gge Student in
of Education Percentage by Millions Ex enditure Kuwaiti
of Dinnars p Dinnars
Kindergarten 6.9 5.7 8.2 469
Elementary level 45.7 21.9 31.5 271
Intermediate
level 30.3 19.4 27.9 358
Secondary level 14.5 12.7 18.2 498
Technical
education .9 3.2 4.6 1,466
Teacher training 5 1 32 1 9 1 357
institutions ‘ ’
Special education 1.0 2.16 3.1 1,212
Institute of
Religion .2 .41 .6 1,233
Adult education .81 1.2
Missions abroad 2.006 2.8
Total 100.0 69.6 100.0 Mean = 376
Source: Office of Assistant Under-Secretary for Financial Affairs
in the Ministry of Education, Educational Expenditures in
1975-1976 (Al-Enfak Al-Malli Fe 1974-1975) (Kuwait: Depart-
ment of Special Education Press, 1976), p. 52; cost per
student information taken from p. 68 of this publication.
because they taught subjects other than those in which they had
specialized, these beginning teachers of 1976 were given inservice
training by the Ministry of Education to overcome these shortcomings
in their academic training. In general, they studied methods of teach-
ing other subjects, with emphasis on the techniques that would help
them deal with the problems at this level of the educational system.
Recently the Ministry of Education has ad0pted a new policy
at the elementary level in terms of staffing this level with female
teachers in both boys' and girls' schools instead of hiring only
male teachers for the boys' schools.
Intermediate Level (Age 10 to 14)
The intermediate level is a continuation of the elementary
level and the aims are to provide the pupils with comprehensive
knowledge and to develop their academic abilities in keeping with
their maturation. More specifically, the educational objectives of
this stage are the following:
1. To enable the pupil to acquire an understanding and
knowledge of his national character.
2. To develop the pupil's abilities and aptitudes as a prepa-
ration either for the secondary stage or his technical
skill and manual work.8
The student body at this level in l976 consisted of 43,665
boys and 35,665 girls who occupied 114 schools, 61 for boys and 53
for girls. A total of 6,077 male and female teachers worked at this
level. The 1976 graduates of Kuwait University working at this level,
at the time data were compiled for this study, were 111 of the 193
who were employed as full-time teachers. These teachers did not need
to attend any in-service sessions because they were prepared for this
level, theoretically, at Kuwait University and by having had student
teaching in intermediate schools which will be described in the fol-
lowing pages. The minimum requirement for teaching at this level is
two academic years in a teacher training college after secondary edu—
cation.
Secondary Education Level
(Age 14 to 17)
The Intermediate School Certificate is a prerequisite for
attending the secondary level. Secondary education in Kuwait is
divided into two types of studies: (a) general secondary education
and (b) specialized education.
At the general secondary level, general education is common
in the ninth and tenth grade for all pupils. They are required to
take general subjects in literature and science to prepare them for
the next two grades. In the eleventh and twelfth grades, the stu-
dents select from two types of studies: either the humanities or
sciences. Curricula in this section are planned for preparation for
higher education. Therefore, the textbooks in every field of knowl-
edge are reviewed by a professor from Kuwait University, particularly
for grade 12.
As a result of his evaluation of the secondary education in
Kuwait, Cooksey reported:
10
The curriculum of the secondary school is very largely aca-
demic. It is concerned with extensive amassing of informa-
tion and less with the development of personality, skills,
and the encouragement of specific individual talents.
Therefore, mastery of the subject matter in general and of factual
information in particular are the two objectives teachers strive for
in their instruction.
Regarding specialized education at the secondary level, there
are institutions which are administered by the Central Administration
for Professional Training that accept graduates of the intermediate
level and train them for a certain period of time for the Ministries.
The specialized institutions mentioned in Table 1.1 provide two years
of training after the secondary level, except for the Institute of
Religion, which is at the secondary level.
Teachers for the secondary level should have either a B.A.
or 8.5. degree, and the Ministry of Education prefers to recruit
those graduates with a degree in education. The teacher preparation
program at Kuwait University puts great emphasis on this level of
training, both in theoretical and practical preparation. As part of
their practical preparation, prospective teachers do student teaching
in the secondary schools before graduation in their areas of speciali-
zation.
According to the latest statistics (shown in Table 1.1), there
were 2,116 male teachers and 2,228 female teachers at the general
secondary level who were teaching a total of 40,014 boys and girls.
Out of this number, 44 teachers graduated from Kuwait University in
1976 in education.
10
The curriculum of the secondary school is very largely aca-
demic. It is concerned with extensive amassing of informa-
tion and less with the development of personality, skills,
and the encouragement of specific individual talents.
Therefore, mastery of the subject matter in general and of factual
information in particular are the two objectives teachers strive for
in their instruction.
Regarding specialized education at the secondary level, there
are institutions which are administered by the Central Administration
for Professional Training that accept graduates of the intermediate
level and train them for a certain period of time for the Ministries.
The Specialized institutions mentioned in Table 1.1 provide two years
of training after the secondary level, except for the Institute of
Religion, which is at the secondary level.
Teachers for the secondary level should have either a B.A.
or 8.5. degree, and the Ministry of Education prefers to recruit
those graduates with a degree in education. The teacher preparation
program at Kuwait University puts great emphasis on this level of
training, both in theoretical and practical preparation. As part of
their practical preparation, prospective teachers do student teaching
in the secondary schools before graduation in their areas of speciali-
zation.
According to the latest statistics (shown in Table 1.1), there
were 2,116 male teachers and 2,228 female teachers at the general
secondary level who were teaching a total of 40,014 boys and girls.
Out of this number, 44 teachers graduated from Kuwait University in
1976 in education.
11
Finally, the World Survey of Education that was published by
UNESCO in 1971 made a: statement about the importance of the teacher
in the education process and indicated that:
The teacher is the key to all education. On his scholarship,
professional preparation, and more particularly, his sense of
vocation, largely depends the effectiveness of the curriculum
and other aspects of education. All efforts are, therefore,
made to select the right type of persons for teaching and
give them the necessary training and conditions of work.10
Accordingly, improvement in the teacher training program will
to some degree improve the quality of general education. In this
connection, it is necessary to have a clear understanding of the
teacher preparation program at Kuwait University.
A Brief Description of the Teacher Preparation
Program at Kuwait University
The idea of establishing a higher education institution was
first mentioned in 1955 when Shaikh Abdullah Al-Jabir Al-Sabah,
President of the Council of Education, commissioned the first compre-
hensive evaluation of education in Kuwait with a view of future
improvements. The commission report was prepared by two Arab educa-
tors, Professor Ismail Al-Kabhani of Egypt and Dr. Matta Akrawi of
Iraq. Regarding higher education in Kuwait, they recommended that:
. . . in the following five years a teacher college should
be established. It could be organized after the Higher
Institution for Teachers in Baghdad or the Teacher College
that was established by the Egyptian Ministry of Knowledge
(Education) three years ago. . . . It should consist of
departments for every field of specialization in secondary
schools, where graduates will be assigned.1
Ten years later, on June 27, 1965, the Council of Ministries
agreed on establishing a teacher college for men and another for
12
women as indicated in the minutes of Meeting No. 31 of 1965. Conse-
quently, "a committee from the United Arab Republic was invited to
study this project comprehensively, with emphasis on the scientific
and administrative aspects."12
As a result of the recommendations contained in the report of
this committee, headed by Dr. Abdulfatah Ismail of Egypt, Kuwait
University was founded in October 1966 with two colleges: The College
of Science, Arts and Education and The University College for Women.
The Purpose of Establishing
Kuwait University
The Prospectus of Kuwait University for 1976-1977 sets forth
the main reason for the establishment of the University:
Although the number of Kuwaiti boys and girls eager for edu-
cation has increased year after year, it has so far been
possible for the majority of those who have attained their
Secondary School Certificates before the inauguration of
Kuwait University in October 1966, to be awarded scholarships
abroad. But statistics indicated that their numbers were
rapidly increasing, and the country's need for specialists in
various fields was simultaneously increasing too. It is this
reason which finally led the State to face the problem by
founding Kuwait University.‘3
The objectives that Kuwait University looks forward to accomp-
lishing are:
l. The development of cultural life and education and the
direction of research-work to meeting the requirements
of the local and nearby environment.
2. The completion of the educational scale in order to raise
the standard of education in general.
3. Meeting the needs of the country for locally trained teach-
ers, engineers, physicians, lawyers, economists, etc.
4. Avoiding the problems arising from sending young students
on scholarships abroad, e.g., the high failure-rate and the
consequent material and emotional waste.
13
The Minister of Education and Chancellor of Kuwait University,
Mr. Jasim Al-Marzouk, summarized the government's expectations of this
institution when he stated:
Education must be geared to the country's needs and to its
new and significant place in the world. In many respects
Kuwait University bears with it the hope of our future. The
strengthenigg and development of the University is a national
challenge.
Furthermore, Dr. Hassan Al-Ebraheem, the present President of
Kuwait University, summarized the philosophy of this institution when
he stated that:
The university, through its teaching and research programs
and through its faculty, staff and students, is a major
force for positive change. And yet the University must also
remain a stabilizing force in Kuwaiti society--a preserver of
many valuable aspects of our culture. It is at once both
radical and conservative and through its activities the Uni—
versity serves changing societal needs.16
The Inception of the
Department of Education
After the establishment of Kuwait University, education was
affiliated with the Psychology Department until 1971. In September
of 1971, the Department of Education became an independent unit as a
result of a resolution to that effect passed by the University Council.
The Department of Education has formulated the following basic
objectives:
1. To provide the intermediate and secondary levels with
teachers in order to supply the manpower needs in this
area.
2. To be a research center in education and to publish the
findings of researchers.
14
To prepare specialists and teachers for the different
fields in the teaching profession.
To improve professional standards for educators and to
acquaint them with new educational and psychological
trends.
To prepare personnel in the fields of education who
will continue to pursue higher objectives in education--
Ph.D.‘s to fill the present and future needs of the
Department and the government.17
Under the academic-year system (the conventional system),
every student studying for his/her B.A. or B.S. degree in education
is required to pass all the required courses each academic year with-
out carrying any of them over to the next year. The professional
courses in education are usually taken along with the required courses
in academic specializations in the third and fourth academic years.
The required courses in education are as follows:
A. In the third year:
8. In
macaw—-
DOOM
Foundations of Education
Educational Psychology (1)
Audio-Visual Education
Teaching Methods (1) (in the major)
Teaching Practice (in the intermediate school)
he fourth year:
Development of Educational Thought
Educational Psychology (2)
Teaching Methods (2) (in the major)
Teaching Practice (in the secondary school)
15
5. Mental Hygiene
6. Educational Sociology*
7. Health Education*
Student Teaching as Part of the
Teacher Preparation Program at
Kuwait University Until 1975-1976
As stated before, student teachers were assigned to the inter-
mediate school in the third academic year and to the secondary school
in the fourth academic year as part of their preparation for the
teaching profession. One day a week was devoted to student teaching
in these stages under the supervision of either methods instructors
or academic supervisors from the Ministry of Education, who had been
helping the Department of Education since 1974-1975 when the number
of student teachers sharply increased (as shown in Table 1.3).
Table I.3.--Growth in student enrollments in education at Kuwait
University in the third and fourth academic years.
Total Number of Male
and Female Students Academic Year
232 1969-70
215 1970-71
211 1971-72
221 1972-73
263 1973-74
414 1974-75
499 1975-76
Source: Department of Education, "The Student Teaching Committee
Report" (Kuwait: Kuwait University, n.d.), p. 2.
(Typewritten in Arabic.)
*Elective subject.
16
A committee of three professors of education, headed by
Dr. Mohammad Nasir, was formed before the emergence of the Department
of Education from the Department of Psychology and Education. In its
report, three stages were set for third academic year student teaching
as follows:
1. Observations of student practice teaching to be followed
by discussion meetings for four weeks,
2. Student practice teaching to be observed by the classmates
of the student to be followed by a discussion meeting,
and
3. Practice student teaching lessons to be given by the stu-
dent in his field of specialization as part of the final
examination in student teaching.
In the fourth academic year, student teachers spend one full
day a week teaching in school and participating in the activities of
the school. As a part of the student teacher's evaluation, a profes-
sor from his academic major, other than education, would assess the
student's knowledge of the subject matter.18
On April 27, 1976, as a result of eight departmental meetings,
a new position was created with the title of General Supervisor of
Student Teaching. This person is assisted by a committee in his
effort to improve the quality of student teaching.
Teacher Preparation Under the
Elective-Course System
The introduction to the Prospectus of Kuwait University
1976-1977 says that the new system "allows the student the choice of
17
specialization and course which he prefers to take and which falls in
with his capacities; it offers an examination system at intervals
based on providing chances for better performance."19
The first class in education under the new system was gradu-
ated in 1977-78. Under this new system, students are required to take
120 credit hours toward the fulfillment of the requirements for the
B.A. degree in education in the following distribution:
Credit Hours Course Area
30 General university requirements
42 For the major
18 For the minor
30 For professional courses (e.g., edu-
120 cation, psychology, teaching methods
and curricula) consisting of 24 for
(Each credit hour is academic studies and 6 for teaching
equivalent to three practice
hours of applied study)
The requirements for graduation with a B.S. in education, on
the other hand, are as follows:
Credit Hours Course Area
24 University requirements
25-32 Faculty requirements (credit hours
required are different from depart-
ment to department)
49-54 Department requirements (credit
hours required are different from
department to department)
30 24 of which are theoretical; 6 are
teaching practice
128-140
18
These last 30 hours of required professional courses in edu-
cation for arts and science students are as follows:
A. The Theoretical Courses in Education (24 credit hours):
Credit Hours Course Area
3 Principles of Education (course #301
for all majors)
3 Education Psychology (1) (course
#302 for all majors)
Curricula (course #303 for all majors)
Audio-Visual Media in Education
(course #404 for all majors)
3 Teaching Methods (courses #305--
Arabic, #306--English, #307--Geogra-
phy and History, #310--Philosophy,
Sociology and Psychology, #311--
Science
3 Evolution of Education Thou ht
(course #401 for all majors)
3 Educational Psychology (2) (course
#402 for all majors)
3 ' Teaching Methods (courses #405--
Arabic, #406--English, #407--Geogra-
phy, #409--History, #3lO--Philosophy,
Sociolo y and Psychology. #411--
Science)
3 Mental Hygiene (course #415, optional
for the transitional stage only)
8. Student Teaching (6 credit hours):
Credit Hours Course Area
3 Student Teaching (course #413--Arabic,
#415--English, #418--Geography, #420--
History, #422--Philosophy, Sociology
and Psychology, #424--Science except
#462--Mathematics)
19
3 Student Teaching (course #414--Arabic,
#416--English, #419--Geography, #421--
History, #423--Philosophy, Sociology
and Psychology, #425--Science except
#427--Mathematics)
12
Student Teaching Under the
Elective-Course System
A university student is deemed to be eligible for student
teaching if he has taken Teaching Methods at the 300 level. This is
the minimum requirement.
The organization and techniques used in student teaching
remain the same as those used before the adoption of the new system.
In pursuance of the resolution adopted on April 27, 1976,
student teaching experience is to be concentrated in two semesters
with two days a week of student teaching for 3 hours credit each
semester.
It is within this institutional program that the current study
was conceived and conducted.
Purpose of the Study
The main purpose of this study was to analyze the present
teacher preparation program at Kuwait University using a follow-up
study to evaluate the quality of training received by graduates of
the 1975-1976 academic year. It is hoped that the study will provide
useful information to the following education personnel:
20
1. The educational leadership at Kuwait University in
their planning for and constructing new curricula for
preparing teachers in the proposed College of Education.*
2. The decision makers in the Ministry of Education who are
represented on the Committee for the Project of Estab-
lishing a College of Education.
3. The Faculty of the Department of Education who are in
daily contact with education students in the areas of
construction of curricula and supervision; and all those
educators who are engaged in preparing prospective
teachers.
The State of Kuwait, with its large investment in education,
is badly in need of studies in teacher preparation in order to improve
its educational system, as was enunciated in Lynch and Plunkett's
assessment: "It is evident that more extensive commitment to improv-
ing the quality of education generally will depend upon the deliberate
development of teacher education."20
Justification for the Study
Leher pointed out that
Colleges of education should maintain contact with every
graduate. Those who spend four to seven years in an institution
usually develop a lifelong interest in it. Furthermore, they
are an invaluable source of data for improving the college's
program and also can provide opportunities for field research.21
*In an interview published in a Kuwaiti newspaper, Al-Syassah,
the Chairperson of the Department of Education, Kuwait University, said
on April 27, 1977, that "the Department of Education will become a
College of Education in the Fall of 1979.“
21
In addition, a teacher education survey in Asia, conducted
by UNESCO, concluded that "the training of teachers is a critical
element in the designing and carrying through of any reform in edu-
cation or in the development and use of innovative approaches."22
Furthermore, on December 24, 1975, the University Council
resolved:
to constitute a committee comprising the following members to
study the project for a College of Education and to reconsti-
tute the University College for Girls into a College of Educa-
tion for Girls:
1. Dr. Mohammad Jawad Rida Dean, College of Arts and
Education
2. Mr. Yacoub Al-Ghonam Undersecretary, Ministry of
Education
3. Dr. Mohammad Nasir Chairman, Department of
' Education
4. Dr. Shafikah Pastake Acting Dean, University College
for Girls
5. Mr. Mohammad Al-Sannah Assistant Undersecretary,
Ministry of Education
6. Mr. Solaman Al-Muttwah Member of the University Council23
In its report to the University Council, the Committee for the
College of Education Project reported that:
The Department of Education, the Ministry of EducatiOn and
some members of the Committee proposed the establishment of
a College of Education preparing teachers of high academic
standards for all levels of education in sufficient numbers.
24
In this context, the findings of this study will provide a
valuable source of feedback on the effectiveness of the present
teacher preparation program which has been used since 1968, the year
the first professional courses in education were offered by the
Department of Psychology and Education. Moreover, this study will
22
be the first academic study in teacher education at the higher level
totally related to Kuwait University and its efforts to prepare uni-
versity students for the teaching profession.
Limitations of the Study
This study was limited to the following primary resources:
1. This study dealt only with the 1976 graduates with B.A.‘s
and B.S.‘s in education. The study focused on the entire
population whether or not they were actively engaged in
the teaching profession. It may be inappropriate to draw
inferences for other graduates in other years.
2. The questionnaire was designed to consider the following
subdivisions: General Information, (1) Teaching Skills,
(II) Student Teaching, (111) Professional Courses in Edu-
cation, and (IV) Recommendations. It did not deal with
other university courses in which the students may have
enrolled. Thus, no inferences should be drawn about the
total university program.
Statement of the Problem
The problem of the study was to determine the effectiveness
of the present teacher preparation program at Kuwait University in
readying teachers for the government schools. The study focused
specifically on the following:
1. A determination of the effectiveness of the undergraduate
teacher preparation program curriculum as perceived by
23
the 1975-1976 graduates in education, whether or not they
were actively engaged in the teaching profession at the
time of this study;
2. A determination of the value of the required professional
courses in education as perceived by the graduates;
3. A determination of the adequacy of student teaching experi-
ence provided to the graduates in public schools under the
supervision of the Department of Education at Kuwait Uni-
versity;
4. Determination of the graduates' recommendations for
improvement in the present teacher education program at
Kuwait University.
Definition of Terms
For the purposes of this study, the following terms may be
construed as follows:
The Department of Education, Kuwait University: A body of
specialists in education in charge of preparing teachers for govern-
ment schools in the State of Kuwait.
The Professional Education Courses: The courses designed for
Kuwait University students who wish to devote themselves profes-
sionally to teaching. These courses are taught by the Department of
Education in the College of Arts and Education, Kuwait University.
Student Teaching: The period of supervised introduction to
teaching during which the student teacher is given opportunities to
24
practice, under supervision, various processes and responsibilities
of teaching.25
The Teacher Preparation Program of Kuwait University (TPPKU):
The aggregate of all the professional courses in education that are
required of any Kuwait University student graduating with a speciali-
zation in education.
Questions to Be Answered by the Study,
1. What is the graduates' evaluation of the teacher prepara-
tion program from which they graduated?
2. Do the following variables affect the 1976 graduates'
evaluation of teacher preparation in teaching skills,
student teaching, and professional courses in education
at Kuwait University?
a. Sex (male, female)
b. Levels of teaching (kindergarten, elementary, inter-
mediate, and secondary)
c. Academic majors other than education (Arabic, English,
Geography, History, Sociology, Social Work, Psychology,
Phi1050phy, Chemistry, Biology, Geology, Mathematics,
and Physics)
d. Teaching in the teacher's field of specialization or
not.
3. What recommendations do the 1976 education graduates have
regarding the proposed change in the teacher preparation
program?
25
Research Hypotheses
1. Male and female graduates of 1976 in education will
respond differently to each of the items regarding their
preparation in teaching skills (items 10 through 28),
student teaching (items 29 through 38), and professional
courses in education (items 39 through 51).
2. The graduates who are teaching at different levels (kin-
dergarten, elementary, intermediate, and secondary) will
rate differently their preparation in teaching skills,
student teaching, and professional courses in education.
3. The graduates with different academic specializations
(Arabic language, English language, geography, history,
sociology, social work, psychology, philosophy, chemistry,
biology, geology, mathematics, and physics) besides educa-
tion will rate differently their preparation in teaching
skills, student teaching, and professional courses in
education.
4. The graduates who are teaching only in their field of
specialization will respond differently from those who are
not, to items regarding their preparation in teaching
skills, student teaching, and professional courses in
education.
Organization of the Study
The presentation of this study is organized into five chapters.
Chapter I is an introduction to the study, and in general includes a
26
brief description of education in Kuwait, the teacher preparation
program at Kuwait University, the purpose of the study, and the
hypotheses.
Chapter II is a review of the literature related to the
study.
Chapter III consists of, first, the procedure used in
developing the questionnaire and collecting the data for the study,
and second, the methodology employed to analyze the data.
Chapter IV is devoted to the presentation of the findings of
the study.
Finally, Chapter V contains the conclusions and recommenda-
tions that are made on the basis of the findings of the study for
future improvement of the program.
27
Footnotes--Chapter I
1The Constituent Assembly, The Constitution of the State of
Kuwait (Kuwait: Kuwait Printing Press, 1962), p. 7.
2
Ibid., p. 11.
3Abdulla Al-Nori, Story of Education in Kuwait in a Half
Century(1883-l941) (Cairo: Al-Estekama Press, n.d.), p. 30. (In
Arabic.)
4UNESCO, World Survey of Education, Educational Policy (Paris:
UNESCO, 1971), p. 721.
5Ministry of Education, Annual Report 1974-75 (Kuwait: Al-
Mogahwi Press, 1975), p. 16.
6Ibid., p. 12.
7Ministry of Education--Public Relations, Education in Kuwait,
1969-1970, p. 11.
8Ministry of Education, Annual Report 1974-75, p. 12.
9G. W. Cooksey, "Report on Secondary Education in Kuwait
With Stress on Student Motivation and Curriculum Diversification,"
May 1976, p. 8. (Typewritten.)
10UNESCO, World Survey of Education, p. 724. This quotation
was taken from a section about education in Kuwait.
1]1. Al-Kabhani and M. Akrawi, A Report About Education in
Kuwait (Egypt: Al-Ketab Al-Arabi Press, 1955). (Sponsored by Ma-Arif
Al-Kuwait; original in Arabic.)
12State of Kuwait, "A Report of the Establishment of Kuwait
University, Section One," September-October, 1965. (Typewritten,
in Arabic.)
13Kuwait University, Prospectus of Kuwait University, 1976-77
(Kuwait: Kuwait University Press, 1976), p. ll.
14
15Kuwait University, Kuwait University General Undergraduate
Catalog 1977-1979 (Beirut: I.C., 1977), p. 11.
16
Ibid., p. 11.
Ibid., p. 1.
28
17Department of Information and Secretariat, The University
in Its Tenth Anniversary (1966/67-1976/79) (Kuwait: Al-Mackhawi
Press, 1976), p. 212. (In Arabic.)
18Department of Psychology and Education, "A Detailed
Planning for Student Teaching in the Third and Fourth Academic
Years" (Kuwait: Kuwait University, n.d.). (Typewritten.)
19Kuwait University, Prospectus of Kuwait University, 1976-77,
20James Lynch and Dudley Plunkett, Teacher Education and
Cultural Change, England, France and West Germany (London: George
Allen & Unwin Ltd., 1973), p. 180.
2IStanley Leher, Leaders, Teachers, and Learners in Academies:
Partners in Educational Process (New York: Meredith Corporation,
1970), p. 275.
22Asian Institute for Teacher Educators, Teacher Education in
Asia: A Regional Survey(Phi1ippines University: UNESCO, 1972),
p. 44.
23
Appendix A (in Arabic).
24Kuwait University, Department of Information, and the
Secretary,'VlReport on the Meeting of the Committee for the College
of Education Project" (January 27, 1976), p. 3. (In Arabic.)
25John C. Berry, "A Study of the Attitude of Student Teachers
Toward the Student Teaching Program at the University of Southern
Mississippi" (Ph.D. dissertation, University of Southern Mississippi,
1976 , p. 11.
CHAPTER II
REVIEW OF RELATED LITERATURE
Introduction
Ongoing efforts to improve teacher preparation programs are
essential to the reformation and continued improvement of public
education. There are different methods employed toward improvement
of teacher education programs, but the first step toward making a
plan for improvement is an assessment of the quality of the existing
programs. Although other methods of program assessment might be
used, the most generally acceptable one is the one that assesses the
Opinion of graduates toward the program from which they graduated
and which gave them some exposure to the teaching environment.
Mattson stated that "the survey of different methods of evaluation
involving graduates of programs indicates that the most practical
means of gathering data is through feedback from the graduates."1
Basically, teacher preparation programs consist of a theoreti-
cal portion, the professional courses in education, and a practicum.
These two portions are organized by the teacher education institu-
tions to provide needed teaching skills in a particular educational
system, such as in Kuwait. The assumption is that once the student
teacher successfully completes the required courses in education,
he/she can be considered competent to teach in that educational system
at the specific level for which he/she was prepared.
29
30
The Evaluative Criteria Study Committee of the American
Association of Colleges for Teacher Education--an internationally
respected organization-~prepared standards for the accreditation of
teacher education. Both the theoretical and the practical com-
ponents were considered. On May 16, 1977, these standards were
adopted by the National Council for Accreditation of Teacher Educa-
tion for implementation nationwide by January 1, 1979. These stan-
dards are comprehensive in covering the basic teacher education
programs, advanced programs in matters of their governance, curriculum,
faculty, students, resources and facilities for programs, and evalua-
tion and planning. In regard to basic teacher education programs,
the standards that must be met by the teacher education institutions,
particularly teacher education programs at the undergraduate levels,
consist of various sections that endeavor to meet the educational
needs in the United States, such as multicultural education.
Two components of teacher preparation programs related to
curriculum are seen as universal--the professional studies and the
practicum. The standards required for these components by NCATE are
as follows: ‘
The Professional Studies Component:
Standard: The professional studies component of each curric-
ulum for prospective teachers includes the study of the con-
tent to be taught to pupils, and the supplementary knowledge,
from the subject matter of the teaching specialty and from
allied fields, that is needed by the teacher for perspective
and flexibility in teaching.
Standard: The professional studies component of each curric-
ulum includes the systematic study of teaching and learning
theory with appropriate laboratory and clinical experience.
31
Practicum:
Standard: The professional studies component of each curricu-
lum for prospective teachers includes direct, substantial,
quality participation in teaching over an extended period of
time in an elementary or secondary school. This practicum
should be under the supervision of college personnel who are
experienced in, and have continuing experience with, elemen-
tary or secondary teaching, and certified, experienced per-
sonnel from the cooperating school. Explicit criteria are
established and applied for the selection of school supervisors
and for the assignment of college personnel.
In this connection, the review of related literature on
teacher preparation programs is presented under three headings:
l. Pre-Service Teacher Education Programs
2. Professional Courses in Education
3. Student Teaching
The discussion of each of these topics is drawn from litera-
ture relevant to the study.
Pre-Service Teacher Preparation Programs
The review of the relevant literature on this topic begins
with studies conducted in the United States of America. Suggestions
presented by American educators for improving pre-service teacher
preparation programs are included. Second, the studies conducted in
Asia that are relevant to the study are reviewed and, finally,
studies conducted in the Arab countries are considered. In Kuwait,
there is a lack of literature dealing with teacher education because
efforts have been concentrated on public education and technical edu-
cation.
In the United States a number of studies have been con-
ducted to study the effectiveness of pre-service teacher education
32
programs as perceived by their graduates who enter the teaching
profession.
Stouffer's study of the Opinions of 414 graduates of the
secondary teacher education program at the University of South
Dakota showed that:
Respondents' replies indicated the sum total of required
undergraduate professional preparation should either remain
the same or be increased. A decrease in the required hours
of the professional education program was the opinion of
the respondents who had taught at some time or other.3
Howey, as a result of a national survey of the deans and
department heads in 1975 schools, colleges, and departments of
education in the winter of 1976, reported that "the majority of
department heads believe that coursework and clinical experience are
equally important." He went on to state that "64 percent of the gradu-
ating students believe they are adequately prepared to begin teaching
in their area of specialization and believe they are capable enough to
organize and manage a classroom."4
Radcliffe concluded from her study of graduates in the teach-
ing profession from Michigan State University who taught in Michigan
public schools in 1972-1973 that:
Earlier classroom experiences and more frequent classroom
exposure would have enhanced the preparation for these indi-
viduals. . . . They felt strong needs for more practical
"how-to-teach" methods courses relating to the realities of
the teaching prgfession, as opposed to theoretical and gen-
eral knowledge.
Graff conducted a study involving all 2,038 individuals who
completed student teaching in the Secondary Teacher Educational
33
Program at the University of Iowa between January, 1971, and May,
1976. He reported that:
A typical respondent would indicate that he/she received
"less preparation than needed," or I'almost no preparation,"
for handling the following situations, between 60 and 83
percent:
Utilizing computer services
Supervising extracurricular activities
Establishing rapport with parents
Working with administration
Working with students of different socioeconomic
classes (sic).
U'l-wa—J
o e o o 0
Johnson asked 130 elementary teachers and 119 secondary
teachers about their opinions regarding the teacher training program
they had had at South Alabama College of Education before their gradua-
tion (B.S. and M.A.) in Spring, 1969. He reported:
"Ability to control class" was rated more essential in useful-
ness; the greater majority of students had acquired it in the
undergraduate program. "Knowledge of public affairs," "skills
in delegating work as responsibility to others," and "posses-
sion of satisfying philosophy of life" were not acquired during
the undergraduate years by a majority of alumni.7
He further reported that:
A large majority at both levels are "thoroughly satisfied"
or "satisfied" with their present positions and with their
undergraduate and graduate training at the University of
South Alabama. A few have left teaching for other occupa-
tions, primarily for financial reasons.
Kevin Ryan and others recorded their impressions of the prob-
lem that is facing teacher preparation programs in higher education
institutions in the following words:
By confining teacher education within the organizational
structure of the University, the knowledge explosion affects
professional content in a converse relationship; that is, as
more and more knowledge is developed a decreasing portion of
such new theories, ideas, findings or means of expression will
become part of the content of teacher education.
34
On the other side, Myers and Reid came to a different con-
clusion from that of Ryan regarding the adequacy of teacher education
programs. They stated that
Because of the failure of teacher education institutions to
address themselves to the fundamental philosophical, social,
economic, and political issues involved in mass public edu-
cation or to adequately prepare teachers to understand or
cope with the realities of the system, few teachers regard
their experience with the faculty of an educaBion or teach-
ers' college with such nostalgia or respect.
Ruth Lambert, in her study of the attitudes of selected recent
graduates in teacher education toward their preparation for teaching
and evaluation at the University of Arkansas at Pine Bluff, came up
with a solution for the problem raised by Ryan and Meyers when she
concluded that:
A concerted effort must be made by college faculties and
other professional leaders, however, to single out the basic
principles and the skills which are essential for beginning
jobs, so that colleges or departments may concentrate on
teaching this knowledge and on developing in their students
habits of study and critical evaluation which will lead to
continual self-evaluation after the period of formal educa-
tion is finished.
Contributions have been made by educators in the United
States in order to overcome the weaknesses in teacher preparation
programs. In the 19605, six California professors got together to
improve the quality of teacher training in California. Some of the
conclusions they reached are as follows:
Members of this Commission are in complete agreement that
the preparation of good teachers is the function of college
or university as a whole. For it needs the best that the
institution can contribute for each prospective teacher
toward his full development as a person, toward his broad,
liberal education, toward solid foundations of the subject
35
matter he will teach, and toward his professionalization as
a school worker. We believe uncompromisingly in the criti-
cal importance of preparation in subject matter to provide
an essential part of the equipment of all teachers.
The development of a program for the education of teachers,
including balancing and harmonizing of the general education,
specialized subject preparation, and professional education
sectorsé is the function of each college or university as a
who e.
Cornish's recommendations for improving pre-service teacher
education programs are as follows:
Promote an effective student teaching program.
Provide opportunities for classroom observation.
Offer a broad liberal arts education.
Obtain qualified instructors.
Make adequate facilities available.
Insure good student-faculty relationships.
Maintain a balance in teaching between theory and its
practical application.
Provide some separate instruction for primary and inter-
mediate grade teachers. 13
Offer a variety of courses in education.
\0 (I) \IO‘U'l-th—l
More concisely, based on the findings of her study of
students' teaching problems, Danielson recommended that "teacher edu-
cation programs should give considerable attention to improving the
preparation of prospective teachers relative to the problems of areas
of classroom management, lesson planning, and knowledge of subject
14 Another investigator, John C. Berry, added that "the
matter."
teacher training program must provide a learning experience in which
the prospective teacher can develop positive attitudes toward
teacher-pupil relationships."15
In conclusion, The Seventy-Fourth Yearbook of the National
Society for the Studyyof Education pointed out that the endeavors
for the reformation of pre-service education have developed "two
36
incompatible trends in the number and the complexity of the compe-
tencies required of teachers and at the same time a decrease in the
amount of professional work required for graduation and initial
certification."16
The Yearbook further added that,
If well-designed programs of teacher education cannot be
successfully mounted, much of the efforts to improve pre-
service education will have little impact on our school in
general if the plans for improved education do not include
plans to change the schools and to insure support for the
new teachers who will come to them.17
On the Asian continent, which consists largely of develop-
ing countries, up-grading the preparation of elementary teachers to
the university level and improving the existing teacher education
programs at the university level are considered important issues
facing teacher education. Paul Chang raised this first issue in his
study of the educational trends in South-East Asia. He pointed out
that,
In most of the countries in South-East Asia there is little
coordination between the training of teachers for the pri-
mary level, which generally takes place in training colleges,
and for the secondary level, which is mainly the responsi-
bility of the universities. If the quality of teacher train-
ing in the region is to be raised, it is essential that
universities should provide effective leadership.1
Regarding the second issue that faces teacher education
institutions--universities--in Asia, a conference held under the
auspices of the UNESCO Asian Institute for Teacher Educators came
to the conclusion that,
The working document of the conference identified some of
the inadequacies in the present teacher education programs
in the region, such as a wide gap between the methods
37
advocated by teacher education institutigns and what they
actually practice in training teachers.1
Moreover, Taghipoor-Zahir studied teacher education in Iran
with respect to the convergence and divergence of faculty and stu-
dents' perceptions of curricula. The major findings of the study
were as follows:
1. Great divergence exists between the perceptions of faculty
and students regarding the purpose of teacher education.
2. The existing teacher education curricula do not adequately
fulfill the perceived needs of students for the development
of personal philosophy.
3. Convergence between faculty and student responses suggested
that curricula of teachers' colleges in Iran do not provide
for an adequate balance among general, specialized and pro-
fessional components of teacher education.
4. There is high interest among both faculty and students in
adapting programs from other countries to the needs of
Iranian society.
5. Lecture-memorization is the overwhelming mode of instruc-
tion in the teachers' colleges.
6. Evaluation of student progress is largely a matter of Ber-
formance on written examinations over course content.2
The teacher education institutions, by utilizing techniques
that have been seen as appropriate, endeavor to improve the exist-
ing programs in teacher preparation. In addition to studying gradu-
ates' opinions regarding the programs from which they graduated as a
means to future improvement, Pas G. Ramos, a researcher at the Uni-
versity of Philippines, suggested a way of making graduate teachers
more effective by using continuous reassessment by the college of
education:
One such systematic appraisal of our college is the Self-
Study Evaluation. Specifically, the Self-Study Evaluation
project aims to find out how the College can make its fac-
ulty and programs more relevant to, and consistent with,
the significant developments in the New Society. The study
38
is intended to provide base-line data for long-range planning.
The study now in progress considers the following:
a. Objectives of the College,
b. Physical and Institutional Facilities,
c. Faculty,
d. Studentry,
e. Curricula,
f. Library,
9. Student Personnel Services,
h. Administrators, and 2]
i. Administrative Personnel.
Also, in the report of the proceedings of the First Asian
Conference on Teacher Education held in India, great emphasis was
given to the teacher education curriculum. To make teacher educa-
tion programs more adequate, it was suggested that coursework
provide:
1. a clear picture of India's past but also
ii. its traditional society,
iii. its aspiration for modernity,
iv. the beliefs, values, attitudes and behavior patterns
of its people,
. the problems that it faces, and
vi. its role in the world of nations.22
The report set up a strategy to accomplish the above objec-
tives of teacher education by advocating the development of:
i. an understanding of social realities of our times,
ii. a sensitivity to the needs of the individual learner,
iii. an acquaintance with the dynamics of modernization,
iv. a realization of human values, and
v. adequate use of the method of critical intelligence.23
During the last two decades, the Arab Organization for Educa-
tion, Culture and Science has been putting a respectable emphasis
on teacher preparation in particular. A conference, called "The
Preparation of Arab Teachers," held in Cairo on January 17, 1972,
recommended that:
39
Teacher preparation should consist of the following essential
components:
1. general education dealing with the Arab world in par-
ticular and contemporary global issues in addition to
other subjects;
ii. major fields of specialization in a number of allied
educational disciplines;
iii. education fields as theoretical studies in education
such as educational psychology, counseling, educational
administration, teaching methodology, and supervised
student teaching; and
iv. practicum programs where the student teachers focus on
the application of the theoretical preparation to prac-
tical problems in pedagogy.24
Simultaneously, the Conference further suggested to the mem-
bers of this organization that:
The academic part of teacher education is not only intended
to fill in the teacher in his major subject, but it should
also be designed as to train him to continuously acquire
knowledge in his major field. A teacher in a rapidly chang-
ing world shggld face children with up-to-date knowledge in
his subject.
A resolution ad0pted by the cultural department of the Arab
League Secretariate suggested some ways to improve the present
teacher education programs in the Arab countries. The resolution
recommended that:
It is important to carry out a follow-up study of graduate
teachers from colleges and institutions by observing them
directly at work, by evaluating their cultural impact on
the community at large. . . . The ultimate objective is to
improve the existing standards of teaching by staffing the
faculty with well-qualified teachers 26
Additionally, Al-Roushad and Abdulatif, in their paper pre-
sented at the First International Conference on Islamic Education,
under the title of "The College of Education's Role in Teacher Prepara-
tion," made some suggestions that will assist the graduates in
40
education in keeping up-to-date with new techniques in teaching or
other areas of education. They stated:
It is vitally important for the Education Colleges and the
Ministry of Education to jointly follow up their university
graduates. This follow-up activity can be conducted in
various ways such as:
1.
to establish a sub-office to follow up the university
graduates in every college. This sub-office will sup-
ply the graduates with the documentation and literature
necessary for their professions.
to set up a seminar for graduates in each college
annually: the graduates will select the agenda for each
seminar by themselves.
every college of education should seek the help of its
graduates in conducting various research studies, espe—
cially field researches.2
With regard to the evaluation of the teacher preparation
programs that are offered by teacher education institutions such as
the one at Kuwait University and in the Arab countries at various
levels, the Conference recommended the following:
A.
There is a need for continuous review and evaluation of
programs and techniques of preparing teachers in order
to meet the demands of development in Arab societies and
to improve the existing programs and techniques.
Evaluation should include all aspects of educational pro-
cess such as planning, curriculum development, preparation
of textbooks, and the development of faculties for teacher
preparation. For this kind of evaluation the staff should
be specialized in its techniques.
This Organization the Arab League will facilitate regular
contacts among the representatives of Arab countries for
study and exchange of experiences in regard to teacher
preparation.
The follow-up of teacher graduates from colleges and
institutions of education should be through visits, meet-
ings, and questionnaires that should be answered by the
graduates, institution directors, teacher educators in
order to improve teacher education programs and to help
improve the efficiency of graduate teachers. 8
41
Professional Courses in Education
In the United States, two opinions regarding the academic
courses in education are discernible among the professionals in edu-
cation. One group criticizes the ineffectiveness of these courses
in the content, organization, or in techniques that are utilized in
instruction. Another group favors the existing education courses as
a part of teacher preparation programs.
As part of the group that criticizes the current education
courses being taught in teacher education institutions, Lemons, in
his study of education courses, concluded that:
There is a distressing gap between what is taught in the edu-
cation courses and the real world of teaching. There is
unnecessary overlapping and duplication. There are classes
that are poorly taught by instructors who are not sufficiently
experienced or have been too long away from the classroom situa-
tion. There are failures to make future teachers aware of the
value of what is being taught.2
Peter Renshow asserted that the inadequacy of education
courses is
that relationship between academic and professional studies
is extremely tenuous. Yet if the logical and psychological
aspects of learning and teaching are at the core of the work
in a college, a very close link must be established between
subject and education departments, as well as between schools
and colleges. . . . For instance, the educational theory may
be arid and divorced from realistic practice; the psychologi-
cal development of children may be studied withogs examining
the nature of the content that is to be learned.
Based on the findings of an evaluative study of the effect
of secondary education courses on student attitudes, Hansen concluded
that the
individual courses do not appear to produce immediate atti-
tudinal change; courses that deal with specific areas, such
42
as psychology, may not contribute to attitude change in areas
unrelated to the specific course content.3
Walter'Borg,in his book Moving Toward Effective Teacher
Education, had, to some extent, a similar opinion:
There appeared to be two important deficiencies in the typi-
cal methods course. One was that these courses tended to
deal with generalities rather than identifying specific beha-
viors that teachers could employ to bring about specific
outcomes. The second deficiency was that most of the courses
were taught primarily using lecture and discussion techniques.32
Graff's study of the Secondary Teacher Education Program at
the University of Iowa showed that the "courses judged to be of lit-
tle value or no value were History of Education and Philosophy of
Education."33
Goodlad concluded that:
When the first course in education is a general "eclectic"
introduction to teaching or a so-called "social foundations"
course, it is almost universally disliked by students. . . .
It seems that the first course is a troublesome one, no mat-
ter what its substance.34
Taylor viewed that:
The main difficulty of making the whole course around pro-
fessional training, or arise out of education, as some would
put it (although admittedly these are not quite the same
propositions), is that the student has not much experience
to build on and in the studies that he undertakes on this
side he will have to reach any depth.35
A particularly intellectual approach was presented by Nash
and other educators in their article entitled "The Foundations of
Education: A Suicidal Syndrome," as a solution to the problems that
are challenging foundational courses in education when they said:
Foundational studies will justify their place in teacher
training programs when they are vigorously cross-disciplinary;
when they are unifying in terms of fostering composite models
43
of human behavior, needs, motivation, and learning; when they
are as concerned with exploring, and helping pe0p1e to develop
workable theories as they have traditionally been with build-
ing esoteric theories that too often are merely espoused but
not practiced; when they can provide more vital and provoca-
tive explanatory constructs, as well as a variety of experi-
mental efforts to demonstrate the tactical implications of
those constructs; when they become more "full-bodied," as
concerned with the personal meaning of information as they
are with intellectual inquiry and analysis; and when they
abdicate their historical disengagement from the affairs of
the socio-political/educational world and begin to advocate
a larger, normative social vision.36
The other solution to the problems raised by the preceding
educators concerning education courses in teacher education programs
was:
. a unified one instead of an assortment of classes
sequenced in a certain way. Identifiable skills, understand-
ings and attitudes that make up the content for teacher prep-
aration are perceived as vastly more important than course
terminologies.37
Perhaps, in the end, a large number of the problems come
down to the way in which teaching information is transmitted. Pro-
fessors criticize the methods of instruction for the education courses,
as illustrated by the following:
University professors tend to be highly critical of the teach-
ing in the elementary and secondary schools and of the prepara-
tion of the students who qualify for university, but they are
also extremely wary--if not contemptuous--of conscious con-
siderations of methodology and teaching techniques. For the
most part, they do as they were done to--giving lectures/
seminars/tutorials, term papers--and generally operate on the
comforting assumption that if an individual “knows" a great
deal about something, he will surely apply that knowledge
effectively.38
The opinions of those who are satisfied with the existing
education courses are presented in studies such as that conducted by
Ralph Preston, who surveyed the attitudes of 108 out of 175 graduates
44
from the school of education in an eastern university, regarding the
education and academic courses. The graduates were asked to rate, in
two sections on a five-point scale, nine opinions regarding the courses
that were offered by the institution. These included the following:
undesirable repetition of the content, inadequate content, over-
emphasis on teaching techniques, over-emphasis on theory, uninspir-
ing and dull, shallow and superficial, too much lecturing, and too
much discussion.
Most students did not label all education courses as inferior,
only a minority of education courses were judged to be infe-
rior. Moreover, in answer to the question, "Do you believe
you could teach as well without any courses in Education as
with them?" 82 percent responded with "No," 12 percent with
"Yes," and 6 percent "undecided."39
In his report to Iowa University, Hardingham found that "most
of them [student teachers] consider formal college courses a neces-
sity in the preparation program."40
Bruce Joyce and other educators surveyed heads of education
units, faculty, and students in United States higher education insti-
tutions and those that prepare teachers. Of 240 institutions
involved in this study, only 147 institutions completed all of the
four types of questionnaires that were mailed to them in April 1976.
The researchers concluded that "between 1973 and 1975 more profes-
sional courses were added than dropped and clinical experience has
been added steadily over the last several years.41
In Asia, professional courses in education have, in general,
been subject to the same criticism as in the United States but with
other dimensions that are related to the States' policies toward
45
modernization and universal education for all classes of society.
Additionally, most of the Asian countries lack well-qualified
teachers and at the same time have a limited number of schools.
These problems in public education have an impact on teacher edu-
cation institutions in general and professional courses in education
in particular.
Therefore, as the UNESCO concluded in its study of current
problems of teacher education:
In many, perhaps most, instances those who organize courses
within the university faculties do not, in planning their
content, take into account the needs of those whose intention
it is to teach the subject to secondary school pupils. Many
of them would be disposed to regard this as an altogether
impertinent consideration. . . . It would seem to be singu-
larly unfortunate that university courses, as they often are,
should be planned with other ends in view. . . . Graduates in
a particular subject frequently complain that they are com-
pletely out of touch with its contents at school level and
find it necessary to indulge in a good deal of relearning
and adjustment.4
Sarandatta and Sapianchaiy of Thailand, at the conference on
Curriculum Evaluation in Teacher Education in South East Asia, in a
paper entitled "Curriculum Evaluation in Teacher Education in
Thailand," presented a comprehensive list of the problems in profes-
sional courses that exist, to some degree, in all teacher preparation
programs in Asian institutions for teacher education. They mentioned
the following problems:
1. The contents of the science and the mathematics courses
are mostly descriptive in nature and somewhat disconnected.
Outdated materials are sometimes included.
2. There are unnecessary duplications in the contents of some
professional courses.
3. In many courses, the content outlines consist of lists of
topics taken directly from textbooks, and seem to have
46
very little relationship to the main objectives--the courses
of study. Most of the science curriculums give emphasis
to development of the scientific attitude and the scien-
tific methods in solving problems as part of the objectives;
the general practice, however, seems to deviate from these
important aims.
4. The curriculums are mostly prescribed and crowded with too
many requirements. Individual planning with each student
is almost non-exist. Each quarter a student is required
to take 20-28 credits for undergraduate level and 15-18
credits for graduate level. Individual work or independent
study is rather limited since students spend almost all of
their time during a week in listening to lectures.
5. Facilities for the teaching-learning process are inadequate.
Owing to limited budgets, textbooks, laboratory apparatus
and teaching aids are not sufficient in most schools.
6. Thai textbooks are very limited in number. Most of good
textbooks are in English and are not much used because of
the language barrier.
7. The shortage of qualified instructors in specialized fields,
especially in the sciences, mathematics, and languages is a
serious problem.
8. In most institutions instruction is mainly by the lecture
method. Facts and concepts are usually verbally explained.
The inquiry method and active participation on the part of
students are seldom used in general learning situations.
9. Generally Speaking, students entering teacher training insti-
tutions are not among the best ones. This usually is the
main problem in upgrading the programs.
10. The upsurge of students in evening classes in various insti-
tutions increases the teaching loads of instructors. It
does not permit themenough time for thorough preparation of
their lessons, trial of new techniques, or careful evalua-
tion of their own work and students' achievement.
ll. Continuity from one level to another seems to be lacking in
many of the programs. In some programs integration betxgen
formal course work and practical work is to be desired.
A report presented at the Thirty-Fifth Session of the Inter-
national Conference on Education by the Ministry of Education,
Pakistan, stated that the
. traditional methods and courses cannot help the teachers
meet the challenge of the modern classroom. The teacher must
use methods, techniques, and materials to handle problems of4
environment management and its inter-personal relationships. 4
47
In a survey of 781 students' responses to the teacher training
program in secondary education at the College of Education in Thailand,
Lawan Polakla indicated:
The respondents indicated that the value of courses in general
education were rated "worthwhile," except for the three courses:
Introduction “an Art, Music Appreciation, and Thai Music.
These were rated "undecided“. . . . The value of all courses in
professional education were rated "worthwhile." The amount of
Educational Psychology, Evaluation in Education, Secondary Edu-
cation, Introduction to Guidance, General Methods of Teaching,
Student Teaching, and Audio-Visual Education was rated "too
much.‘
In the Arab countries, institutions of teacher preparation are
; subject to similar criticism about professional courses in education.
Al-Roushad and Abdulatif, in their paper about the colleges of
education's role in teacher preparation, which was presented at the
last Conference on Islamic Education held in Saudi Arabia in April,
. 1977, asserted:
It is noticeable that the programs of the colleges of education
are so overloaded that the situation makes students suffer and
complain. This situation is due to the constant competition
among the subject teachers and teacher educators; each group
thinks that their field of work is the only core of teacher
preparation. We believe, therefore, that the time has come
when a balance among the three essential cores of teacher prepa-
ration must be initiated: (1) preparation in general education
subjects; (2) preparation in a specialized field; and (3) pro-
fessional preparation-training.4
Student Teaching
The presentation of the literature on the practical part of
teacher preparation programs is organized in the same sequence. It
starts with studies conducted in the United States of America, then
moves on to Asia, to the Arab countries in general, and, last, to
Kuwait in particular.
48
Nicklas, in his follow-up study of the 1974-1975 graduates
of North Texas State University who had obtained certificates to
teach, found that:
The student teaching experience was mentioned most often as
being the strongest feature of the teacher education program.
The graduates' professional education preparation was rated
as satisfactory, but slightly less overall satisfaction was
indicated with professional courses than with subject matter
courses.
Hunter and Adimon, too, believed that:
Teachers typically remember their student teaching experi-
ence as having played a professionally influential role in
their preservice presentation. It may well be that student
teaching is the single most important experience in teacher
education in terms of influencing the classroom behavior of
future teachers.
Other educators reached the same conclusion as Danze: "It
is a commonly held opinion that student teaching is worth all other
education courses put together; yet the potential richness of this
49 Furthermore, Morris in her
experience is seldom fully realized."
study of an alternative secondary teacher education program at
Michigan State University believed that "The influence of the pre-
service program method courses on positive attitudes and openness
appears to be altered by the student teaching experience."50 I
Peck and Arthur also indicated in the Second Handbook of
Research in Teaching that "there is ample and impressive testimony
that student teaching tends to be the most practical and useful part
of preservice education in the minds of prospective teachers."51
Johnson, in his study of improving student teaching experi-
ence, added other evidence to show the value of student teaching in
49
teacher preparation programs. He concluded, "The majority of the
professional staff in a Midwest public school who reSponded to a
survey felt that the provisions in the teacher preparation program
should include increased student teaching Opportunities."52
On the other side, Silberman, the author of Crisis in the
Classroom, had a different Opinion about student teaching. "Although
student teaching is generally cited as the most valuable aspect of
professional education, these beliefs do not provide a basis for com-
placency. In fact, student teaching in some respects may be doing
more harm than good."53
In order to make student teaching more effective, Walter
Borg suggested that:
A student teaching program Should have at least three char-
acteristics. First, it should focus the student teacher very
Sharply on specific behaviors or skills to be employed in
teaching. Second, the student teacher should have a compe-
tent model: That is, a supervising teacher who can effec-
tively demonstrate the knowledge, but would develop and test
materials and strategies for implementing that knowledge in
the public schools.5
In the student teaching experience, the supervision of the
student teacher is held to be of vital importance in fulfilling
successfully the objectives of the training.
John C. Berry held that ". . . the position of the university
supervisor, in the traditional role of an evaluator and as an advisor
to student teachers, was predicated upon an assumption that certain
duties (evaluation and appraisal) adhered to and were prescribed for
that academic status."55
50
But Henry and Beasley believed that the college supervisor
should ". . . encourage the student teacher to go beyond a superfi-
cial appraisal of teaching into a more intellectual approach, to think
about what he is doing, to see relationships, and to formulate plans
of action for subsequent experience."56
Leo Sunada, in his study of selected student teaching experi-
ences reported by Michigan State University Secondary School Cluster
Program and Conventional Program student teachers, stated that "it is
important that a student teacher is exposed to more than one super-
visor. The student teacher can then examine and select those prac-
tices which he experiences that are best suited for his success in
the classroom."57
Moreover, Sunada concluded as a result of his study that:
Student teachers need to experience a "personalized" program,
regardless of the particular program to which they are
assigned. . . . However, it is important that a sufficient
number of activities and experiences are given to the begin-
ning teacher. so that he may draw upon them when he is living
1n the teach1ng commun1ty.5
The current national emphasis upon quality preparation of
teachers requires that "increased attention be devoted to the nature
and types of personality and/or attitude changes that occur during
the teacher preparation process as well as those occurring after the
completion of professional training."59
In a condensation of opinions about student teaching in
teacher preparation programs in the United States, student teaching
was considered to be a valuable part of teacher education in the
perception of both educators or graduates who have had it. Moreover,
51
the institutions of teacher education have been trying to overcome
the problem of the gap between theory and practice in their programs
through a follow-up of the graduates and the graduates' opinions,
which is considered a valuable means of improving existing programs
and of achieving greater effectiveness in performance.
In Asia, in a final report of a regional meeting of teacher
educators on curriculum develOpment in teacher education, the repre-
sentatives of this organization recognized the gap between theory
and practice as a problem in teacher education and suggested solu-
tions for it. They stated:
There is imperative need to have a coherent relationship between
theory and practice built into the total program. This may be
done in a variety of ways, e.g., (a) in the discussion of
principles, appropriate methods may be brought in to promote
the student's understandings and realization that principles
cannot be dissociated from practice; (b) close cooperation and
coordination may be established between the college staff and
the supervising teacher; (c) experienced school teachers may
be brought into the teacher education to cooperate with and
collaborate in thsoretical instruction in the light of their
own experiences.6
Roy's study concerned lOO graduates of the Central Institute
of Education in Delhi City--38 men and 62 women--who graduated during
the years 1955 to 1959 and were employed in the local secondary
schools. She recommended that "the practice teaching situation should
be an approximation of the regular teaching situation as nearly as
possible. The purpose is to provide the student teacher with such
opportunities that he gets a real feel of being a full time teacher."6]
Moreover, Gowda recommended:
52
At present the selection of schools for practice teaching
is done more or less "arbitrarily" mainly on the basis of
location. It is necessary to select schools on educational
grounds such as adequate facilities, effective programs,
enthusiasm and competency of the staff.62
In regard to the Arab countries, the Conference on Preparing
Arab Teachers, held in Cairo in 1972 and composed of members of the
Arab Organization for Education, Culture and Science, agreed on the
importance of student teaching in teacher education. In this regard,
they made the following recommendations:
A. The emphasis on practical training student teaching should
be transforming the theories and basics of teaching skills
into the teacher's competent performance in his profession.
This should be achieved by the following field experiences:
--short visits to training schools;
--more frequent observations of student teachers;
--concurrent and not separate implementation of student
teaching and training;
--Seminar for discussing pedagogical problems; and
--visits to other colleges of education within the country.
Utilization of current research findings in all the preceding
areas, and updating pedagogical practices of the teacher.
8. The utilization of the current research findings in the eval-
uation of professional growth 3f teachers is vital in prepar-
ing the prospective teachers.6
In an interview with the Al-Ray-Al-Am, a daily Kuwaiti news-
paper and published under the title "The Evaluation of Student Teach-
ing and Coordination Between Kuwait University and the Ministry of
Education," the former Dean of the College of Arts and Education at
Kuwait University reported some complaints of student teachers
practicing teaching under the supervision of academic advisors of
different majors, and added his own remarks. He categorized these
complaints and remarks as follows:
1. Supervisors discussing student teachers' mistakes openly
leads to certain psychological problems.
53
Insufficient time is allowed for judging the quality of
student teachers' performances.
Supervisors deal with trainees as professionals, not as
beginners.
Supervisors look for student teachers' mistakes instead
of helping them.
Student teachers are not allowed to teach distinguished
classes during their preparation.
Classes taught by student teachers are retaught by the
regular teachers.
Student teachers are given late class periods instead
of the early ones; and
Classes assigned to student teachers are changed without
prior notice to the student teachers.
mem-th
These remarks by the former Dean of the College of Arts and
Education show a great need for an academic study such as this to
gather the opinions of graduates of the teacher preparation program
in order to use them in future improvement of this program.
54
Footnotes--Chapter II
1R. Mattson, "An Evaluation of the Teacher Education Program
at Montana State University by Graduates of That Program" (Ph.D. dis-
sertation, Montana State University, 1972), p. 33.
2National Council for Accreditation of Teacher Education,
Standards for Accreditation of Teacher Education (Washington, D.C.:
NCATE, 1977), PP. 3-6.
3Ralph Edgar Stouffer, III, "A Survey of Graduate Opinions
Pertaining to the Secondary Teacher Education Program at the Univer-
sity of South Dakota, 1972," Dissertation Abstracts 33, 7(1973):
347l-A.
4Kenneth Howey and others, “Reflection on Pre-service Prepara-
tion: Impressions From the National Survey," Journal of Teacher Edu-
cation 29 (January-February 1978): 38-40.
5Katherine A. Radcliff, "A Study of Attrition From the Teach-
ing Profession of Michigan State University Graduates Who Taught in
Michigan Public Schools in 1972-73, But Not inl973-74" (Ph.D. disser-
tation, Michigan State University, 1976), p. 182.
6Paul Graff, "A Follow-Up Study of Graduates and Their Opin-
ions of the Secondary Teacher Education Program of the University of
Iowa 1970-76" (Ph.D. dissertation, University of Iowa, 1976), p. 319.
7Granville B. Johnson, "Evaluation of the University of South
Alabama College of Education Teacher Training Program by Analysis
of Its Alumni" (Ph. D. dissertation, University of South Alabama,
1969), p. 11. ERIC ED 062 371.
8Ibid., p. 31.
9Kevin Ryan et al., Teacher Education. The Seventy-Fourth
Yearbook of the National Society for the Study of Education (Chicago:
The University of Chicago Press, 1975), p. 319.
10Douglas Myers and Fran Reid, Educating Teachers: Critiques
and Proposals (Ontario: The Ontario Institute for Studies in Educa-
tion, 1974), p. 3.
1Ruth L. Lambert, "An Investigation of Attitudes of Selected
Recent Graduates in Teacher Education Toward Their Education Prepara-
tion for Teaching at the University of Arkansas at Pine Bluff" (Ph.D.
dissertation, Michigan State University, 1977), p. 83.
55
lernest L. Boyer, "Campus-Wide Perception of Teachers: An
Exercise in Collaboration," The Journal of Teacher Education 21
(September 1965): 271-74.
13Robert J. Cornish, "Improving Undergraduate Elementary
Training Programs," University of Kansas Bulletin of Education 17
(May 1963): 103.
14Phyllis Irene Danielson, "A Comparison of Student Teaching
Problems With Selected Teacher Characteristics of Art Student Teachers,"
Dissertation Abstracts 29, 9-10(l968): 349l-A.
15John C. Berry, "A Study of the Attitudes of Student Teachers
Toward the Student Teaching Programs at the University of South
Mississippi" (Ph.D. dissertation, University of South Mississippi,
1976), p. 184.
16
Ryan et al., Teacher Education, p. 209.
17Ibid., p. 210.
18Paul Chang, "Educational Trends in South-East Asia With
Special Reference to Problems of Improving the Quality of Education,"
International Review of Education Journal 17 (1971-72): 150-63.
19The UNESCO Asian Institute for Teacher Educators, Teacher
Education in Asia: A Regional Survey (Philippines University, 1972),
p. 44. ERIC ED 076 557.
20Ali Taghipoor-Zahir, "A Study of Teacher Education in Iran:
Convergence and Divergence of Faculty and Students' Perception of
Curricula," Dissertation Abstracts 36, 7-8 (1976): 5003-A.
2‘Pas G. Ramos, "The College of Education and the New Educa-
tion Reforms," Education Quarterly [College of Education, University
of Philippines] 204(January-March 1974): 18-30.
22R. N. Mehrotra et al., Teacher Education and Social Change,
a Report of the Proceedings of the First Asian Conference on Teacher
Education (New Delhi: J. R. Printing Press, 1971), p. 75.
23
Ibid.
24Arab Organization for Education, Culture, and Science,
Department of Education, A Conference on Preparing Arab Teacherp,
from January 8 to 17, 1972 (Cairo: *Al-Takadom Press, 1973), p. 23.
(Originalin Arabic.)7
25Ibid., p. 129.
56
26Arab League, General Secretariate, Cultural Department,
Collection of the Arab League Council Resolutions on Cultural Affairs
to be executed by the Arab countries, 1946-66). (Typewritten, in
Arabic.
27Mohammad Al-Roushad and Ahmad Abdulatif, "The Colleges of
Education's Role in Teacher Preparation," paper presented at the First
International Conference on Islamic Education, March 31-April 7, 1977
£Jeddaz) King Abdulaziz University Press, 1977), p. 15. (Original in
rabic.
28Arab Organization for Education, Conference on Preparing
Arab Teachers, p. 27.
29Lawrence A. Lemons, "Education Courses," NEA Journal 54
(October 1965): 26-27.
30Tyrell Burgess et al., Dear Lord James: A Critique of Teacher
Education (England: Penguin Books, Ltd., 1971), p. 87.
3llhomas Charles Hansen, "An Evaluative Study of the Effect
of Secondary Teacher Education Courses on Student Attitudes," Disser-
tation Abstracts 37, 1-2(1976): 234-A.
32Walter R. Borg, Moving Toward Effective Teacher Edugption--
One Man's Perspective (Logan: Utah State University Press, 1975),
p. 7.
33Graff, "Follow-Up Study," p. 184.
34John I. Goodlad, "An Analysis of Professional Laboratory
Experience in the Education of Teachers," The Journal of Teacher
Education 16 (Spetember 1965): 363-70.
35William Taylor, Towards a Policy for the Education of
Teachers (London: Butterworths, 1969), p. 102.
36Robert J. Nash and others, "The Foundations of Education: A
Suicidal Syndrome?" Teacher College Record 92 (February 1977): 299-
310.
37John Ban and others, "Undergraduate Secondary Education
Report" (Bloomington: Indiana University, Division of Teacher Edu-
cation, December 1974), p. 18. ERIC ED 128 321.
38Douglas Myers and Fran Reid, Educating Teachers: Critiqpes
and Proposals (Ontario: The Ontario Institute for Studies in Educa-
tion, 1974), p. 38.
39Ralph C. Preston, "Education Graduates View Education and
Academic Courses," School and Society_92 (Summer 1964): 233-37.
57
40Robert J. Hardingham, "The Cooperating School in Teacher
Education: Source of Theory or Practice?" Technical Report NO. 13
(Iowa University, June 1977), p. 2. ERIC ED 147 101.
4lBruce R. Joyce and others, "Preservice Teacher Education"
(Washington, D.C.: Office of Education, Department of Health, Educa-
tion and Welfare, 1977), p. 21. ERIC ED 146 120.
42Alfred Yates et al., Current Problems of Teacher Education:
Report on a Study of Internal Experts (Hamburg: UNESCO Institute for
Education, 1970), p. 44.
43De Lamiama Saradatta and Poj Sapianchaiy, "Curriculum Evalua-
tion in Teacher Education in Thailand," paper presented at the Confer-
ence on Curriculum Evaluation in Teacher Education in S.E. Asia
Organized by the Internal Council on Education for Teaching (ICET) and
the Faculty of Education, University of Malaya (FEUM), August 3-7,
1970 (Malaysia: Malaya Publishing & Printing Co., 1970), pp. 87-88.
44Ministry of Education in Pakistan, "Teacher . . . His Chang-
ing Role," Report presented at the Thirty-Fifth Session of the Inter—
national Conference on Education, UNESCO, Geneva (Islamabad: Print-
ing Cooperation of Pakistan Press, September 1975), p. 3.
45Lawan Polakla, "A Survey of Student Attitudinal Responses
Toward the Teacher Training Program in Secondary Education at the
College of Education in Thailand," Dissertation Abstracts 34, 7(1974):
3844-A.
46
p. 15.
Al-Roushad and Abdulatif, "Colleges of Education's Role,"
47Willis Lynn Nicklas, "A Follow-Up Study of the 1974-75
Graduates of North Texas State University Who Obtained Certification
to Teach," Dissertation Abstracts 37, 6(1976): 3564-A.
48Elizabeth Hunter and Edmund Adimon, "Research on Teacher
Education," in Second Handbook of Research on Teachipg, ed. Robert M.
Travers (Chicago: Rand McNally & Co., 1973), p. 967.
49Gerald A. Danze, "Student Teaching Activities: Spectrum of
Possibilities," The Journal of Teacher Education 4 (Winter 1971):
481-86.
“ 50Carol A. Morris, "An Alternative Secondary Teacher Education
Program at Michigan State University" (Ph.D. dissertation, Michigan
State University, 1976), p. 46.
5Robert F. Peck and James A. Arthur, "Research on Teacher
Education," in Second Handbook of Research on Teachipg, ed. Robert M.
Travers (Chicago: Rand McNally & Co., 1973), p. 967.
58
52Edward G. Johnson, "Improving the Student Teaching Experi-
ences" ImprovingCollegp_and University Teaching Journal 19 (Spring
1971 : 167.
53Charles E. Silberman, Crisis in the Classroom (New York:
Vintage Books, 1971), p. 451.
54
Borg, Effective Teacher Education, p. 5.
55
56Marvin A. Henry and W. Wayne Beasley, Supervising Student
Teachers the Professional Wey(Bloomington, Ind.: SycamoregPress,
1972), p. 67.
57Leo S. Sunada, "A Study of Selected Student Teaching Experi-
ences Reported by Michigan State University Secondary School Cluster
Program and Conventional Program Student Teachers" (Ph.D. dissertation,
Michigan State University, 1977), p. 89.
58
Berry, “Attitudes of Student Teachers," p. 48.
Ibid., p. 89.
59Kathryn W. Linden and James 0. Linden, "A Longitudinal Study
of Teachers' Attitudes and Personality Characteristics," The Journal
of Teacher Education 20 (Fall 1969): 351.
60Asian Institute for Teacher Educators, "Final Report of the
Regional Meeting of Teacher Educators in Asia on Curriculum Develop-
ment in Teacher Education in Asia From September 23 to October 3, 1969,
at Qgezen City" (Bangkok: UNESCO Regional Office of Education in Asia,
1970 .
6lBina Roy, The Relationship Between the Measures of Success
of Teachers as Students Under Training and as Teachers in Schools
(Delhi: National Council of Educational Research and Training, 1970),
p. 136. ,
62A. C. Deve Gowda, Teacher Education in India (Bangalore,
M.V.: Veerendra Kumar Press, 1973), p. 154.
63Arab Orbanization for Education, Conference on Preparing
Arab Teachers, p. 27.
64
Interview published on December 15, 1976, p. 2.
CHAPTER III
PROCEDURES AND METHODOLOGY
As indicated in Chapter I, the purpose of this study was to
determine the effectiveness of the teacher preparation program at
the University of Kuwait as perceived by the graduates of 1976 with
B.A. and B.S. degrees in education. An instrument developed by the
investigator was a means to this purpose.
Population
The entire body of graduates in education in 1976 who hold
B.A. and B.S. degrees in education constituted the population of this
study. Consequently, no sample was drawn but the whole population was
used to evaluate the program they had in teacher preparation.
The graduates were found to have, at the time of the study,
such characteristics in common as:
Two full academic years' experience in teacher prepara-
tion as prospective teachers.
Each had fulfilled the requirements for graduation by
taking the prescribed numbers of courses in education
and passing them successfully.
All of them had had the same required student teaching
in terms of the time required, supervision and assess-
ment methods.
They had had one-year of experience after graduation
either in a teaching position or a position other
than teaching.
59
60
The graduates who selected the teaching profession were all
working at government schools; none were employed by private schools.
The total population of this study consisted of 249 graduates
in education, as shown in Table 3.1. They were distributed into two
academic areas:
--Arts (Arabic, English, History, Geography, and Psychology
and Sociology); and
--Science (Mathematics, Chemistry, Biology, and Geology).
The graduates who held nonteaching positions as well as those
who were in teaching positions were included in this study.
Table 3.l.--The distribution of the population of the study according
to their major other than education.
Major Fields Number of Graduates
A. Arts
1. Arabic 28
2. English 52
3. History 31
4. Geography 62
5. PhilOSOphy, Psychology, Sociology 38
Subtotal 211
8. Science
1. Mathematics 14
2. Chemistry 4
3. Biology 14
4. Geology 6
Subtotal 38
Total 249
Source: Department of Registration, Kuwait University, 1976.
61
Instrumentation
A questionnaire was administered to the entire population of
this study. In regard to the questionnaire as an instrument for col-
lecting data, Seltiz stated:
By its very nature, the questionnaire is likely to be a
less expensive procedure than the interview. With a given
amount of funds, it is usually possible to cover a wider
area and to obtain information from more peOple than by per-
sonally interviewing each respondent.
Respondents may have greater confidence in anonymity,
and thus feel fear to express views they fear might be dis-
approved of or might get them into trouble.
It may place less pressure on the subject for immediate
response. When the subject is given ample time for filling
out the questionnaire, he can consider each point carefully
rather than replying with the first thought that comes to
mind.
The items used in the questionnaire were developed by the
investigator after reviewing many instruments, particularly the instru-
3 in their follow-up studies in edu-
mentS used by Graff2 and Matson
cation.
The development of the questionnaire went through three
stages: First, a tentative list of items covering the three areas of
interest and a fourth part comprising recommendations was prepared.
Second, the instrument was discussed with the Education Department
research consultant, whose observations were incorporated in this
stage. Finally, the chairman of the committee, together with the
members of the committee and the department research consultant,
examined the questionnaire critically and as a result made some sug-
gestions and modifications, which were incorporated in the final
version approved by the chairman.
62
The final form of the approved questionnaire comprised the
following parts:
Part I--General Information*
1. Sex
2. Whether working as a full-time teacher
3. If not, a choice of three reasons is listed, with
space to indicate other reasons
. Whether working in a day school or a night school
Educational level at which he/she is teaching
. Academic major other than education
. Teaching in the field of specialization or not
If not, what other subject/subjects he/She teaches
9. Administrative load
mVO‘U‘l-ï¬
O 0
Part II--Teaching Skills
This part consists of 19 teaching skills that are taken
from the following sources:
Kuwait University Catalogue of the College of Arts and
Education (Kuwait: Kuwait University Press, 1977-79),
pp. 72-82.
College of Arts and Education, University Bulletin of
1977-78 (Kuwait: Kuwait University Press, 1976),
pp. 47-56.
It is assumed that every prospective teacher who success-
fully completed the requirements for the degree in edu-
cation is competent in these skills as a teacher at the
intermediate or secondary level.
Part III--Student Teaching
This portion of the questionnaire consists of 10 state-
ments about experiences that the graduates have had as
a part of the Kuwait University teacher preparation
program in the public schools.
*See Appendix B.
63
Part IV--Professional Courses
All the courses that are listed in the questionnaire are
required of the university graduates who have selected
teaching as their profession, except two: Educational
Sociology and Health Education are elective. The
assessment will concern the value of these courses in
preparing teachers.
Part V--Recommendations
Judgments were solicited on 13 proposed recommendations
for improving the present teacher preparation program
for future teachers. At the end the subjects are asked
to list three suggestions they would like to add to the
list of recommendations.
Arabic Version of the Questionnaire: Testing Its
Understandability and Readability
The process of translating the questionnaire from the original
English into Arabic was undertaken on the researcher's arrival in
Kuwait December 18, 1977. Four professors of education at Kuwait
University in the Department of Education kindly agreed to serve as
members on a committee to supervise and assist in testing the under-
standability and readability of the Arabic version of the question-
naire. These professors had been involved in teacher education in
Kuwait and they assured the researcher they regarded it astheir duty
to serve on the committee as part of their commitment to their pro-
fession. They were:
1. Professor Fathy El-Dib, who heads a project of following
up the graduates who are still in the teaching profession
as classroom teachers or administrators in the Ministry
of Education.
64
2. Professor Ali Shaltout, who is a former Dean of the
College of Education, Alexandria University, Egypt. He
holds the position of General Supervisor of Student Teach-
ing in the Department of Education.
3. Professor M. S. Mogawer, who is a professor of teaching
methods in Arabic. He is well known in his field in the
Arab world.
4. Professor Fikri H. Rayyan, who worked for years as an
expert in teacher education with UNESCO in the Republic
of Yemen.*
A tentative Arabic translation of the instrument by the inves-
tigator was presented to the members of the committee and after some
modification it was approved and typed. The translated instrument
was administered to three groups, a group of female student teachers
and a group of male student teachers in the class of 1978, and a
third group of beginning teachers who had graduated in 1977 and were
teaching school.
The Arabic version of the questionnaire was twice revised
after meeting with the first two groups. The third time no change
was needed because the investigator was fully satisfied that each
item of the questionnaire was understood perfectly by the test groups
in accordance with his original intentions. Appendix 0 contains a
version in Arabic of each of the original questionnaires for men and
women graduates.
*See Appendix C.
65
Locating the Graduates
Three sources of information were used to locate the graduates
of 1976.
1.
These sources were:
The Department of Registration and the Office of Graduates
at Kuwait University.
The Ministry of Education--the whole of the present staff
was a valuable source of information. The primary contact
was with personnel in the Department of Planning and Train-
ing, Division of Appointments, who provided the researcher
with a list of graduates from 1976 who were teaching at
various levels. Next, each of the following departments
was contacted separately and personally:
The Department of Kindergarten
The Department of Elementary Education
The Department of Intermediate Education
The Department of Secondary Education.
The cooperation and understanding of the directors of these
departments contributed greatly to accomplishing the study
in the time planned.
Personal contact was made with the graduates who were not
working in education, either through their Classmates or
by using the telephone directory. Appointments were
arranged with those within easy reach and others who could
not be personally reached were contacted by letter, with a
questionnaire attached.
66
Obtaining Official Permission for Meeting Teachers
Entering either boys'<n~girls' schools during working hours
requires, as is usual in many countries, permission from the central
office, which was, in this case, the Ministry of Education. The pro-
cess for permission started with a letter from the Chairman of the
Department of Education, Kuwait University, written on December 25,
1977, and ended with permission being issued to the researcher to
meet men and women teachers, during the working hours, from the
departments of kindergarten, elementary, intermediate, and secondary
education. As a result of the correspondence between the Department
of Education, the Dean of the College of Arts and Education, and the
General Secretary of Kuwait University, who sent an official letter
asking the Undersecretary of the Ministry of Education to assist the
researcher in conducting his study, the Undersecretary referred the
letter to the Directors of the Public Education Department at the four
levels. Each director issued an official letter to the school prin-
cipals in order to facilitate the researcher's job.*
Collectipg,Data
In general, two methods were employed to collect data. The
first was personal contact, especially with those who were working
in the teaching profession. Second, it was necessary to contact by
mail those who could not be reached in Kuwait or those who were
*See Appendix E (letters exchanged between Kuwait University
and the Ministry of Education attached to this dissertation with the
permission from the departments of kindergarten, elementary, inter-
mediate, and secondary education).
67
abroad in the Kingdom of Jordan, the Kingdom of Saudi Arabia, the
State of Bahrain, the Sultanate of Oman, Republic of Indonesia, and
the United Kingdom (England).
One hundred percent of the graduates contacted personally
provided usable responses. The number of 1976 graduates in education
from Kuwait University who were contacted personally is provided in
Table 3.2.
Table 3.2.--Obtained responses as the result Of personal contact in
schools.
Educational Number of Number of Graduate Returned
Level Schools Teachers Contacted Responses
kindergarten 15 23 23
Elementary 13 15 15
Intermediate 55 111 111
Secondary 20 44 44
Total 104 193 193
The remaining 56 graduates were either not working as teachers
at the time this study was conducted or had teaching jobs in other
countries. The graduates who were working in Kuwait were contacted
personally at their jobs, but those who were in other countries were
contacted by mail. The response to these contacts is Shown in
Table 3.3.
Of a total of 249 questionnaires sent out, 221 filled-out
responses were returned to the investigator. This constituted 88.76
percent of the population contacted for this study.
68
Table 3.3.--Responses received from the graduates who were not teaching
in Kuwaiti schools.
Number of
Methods of Number of
. Total . Responses
Collecting Data Responses Received Not Received
A. Questionnaires
by mail 37 9 28
B. By personal
contact at 19 19 --
jobs
Total 56 28 28
In addition, while in Kuwait, the investigator reviewed lit-
erature in teacher education in Arabic, either published as books or
unpublished as reports and researches.
Finally, the investigator restructured the fourth part of
the questionnaire--13 recommendations--into a separate Opinion survey
that was specifically designed to obtain the opinions of two groups of
educational leaders on the possibilities of applying these proposals.
These two groups consisted of: (1) educational leaders at the Ministry
of Education such as the Assistant Undersecretary for Public Educa-
tion, the Directors of the four educational levels, an expert in edu-
cational planning, and seven academic supervisors in different subject
areas; and (2) educational leaders at Kuwait University such as the
President of Kuwait University, Dean of the College of Arts and Edu-
cation, General Secretary of Kuwait University, and all professors of
education at Kuwait University.
69
These two groups were contacted either by personally submit-
ting to them the Opinion survey and collecting it after completion
or by interviewing a number of these leaders. Some who were inter-
viewed were the President of Kuwait University, Dean and Assistant
Dean of the College of Arts and Education, two professors of educa-
tion, and an expert on educational planning at the Ministry of Educa-
tion. These data are shown numerically in Table 3.4.
Table 3.4.--The received responses from the educational leaders
either at the Ministry of Education or at Kuwait
University.
Number of
Responses
Not Received
Methods of Total Number of
Collecting Data Responses Received
A. Personal contact
with responses 30 19 11
returned
8. By means of
office 5 5 0
interviews
Total 35 24 ll
Analysis of Data
In order to measure the effectiveness of teacher preparation
at Kuwait University, a five-degree response scale (Likert scale) was
developed for the sections of the questionnaire. Particular emphasis
was placed on three areas of special interest to this study: the
teaching skills required of every graduate for his/her degree (B.An or
7O
B.S.) in education; student teaching (practice teaching) in government
schools, first at the intermediate level and then later at the secon-
dary; and the professional courses in education. As a result, the
following rendering of the scale was adopted to determine the effec-
tiveness of the teacher preparation program:
Effective Ineffective
Preparation Preparation
Areas of Interest Above Average Average Below Average
Teaching Skills 2 8 j 8 ' E 35)
(items 10 to 28) .33 8 . E u. o.
and 75 . .3
Student Teaching 3 .
(items 29 to 38) Lâ€
Effective Ineffective
Preparation Preparation
Above Average Uncertain Below Average
Professional Courses
in Education
(items 39 to 51)
Very valuable
Valuable
Uncertain
Of little value
Not of value
Descriptive statistics were used to analyze the responses of
the 1976 graduates to the teacher preparation program at Kuwait Uni-
versity, as elicited by the questionnaire.
In answering the first research question, which is "What
evaluation do the graduates place on the teacher preparation program
from which they graduated?" the collected data were tabulated and
71
analyzed by frequency, percentage, mean, standard deviation, and
ranking; results are presented in Chapter IV.
In answering Research Question 2, frequency, percentage,
average (mean), variability (standard deviation), and ranking were
used to test the following research hypotheses:
1.
Male and female graduates of 1976 in education will
respond differently to each of the items regarding their
preparation in teaching Skills (items 10 through 28),
student teaching (items 29 through 38), and professional
courses in education (items 39 through 51).
The graduates who are teaching at different levels (kin-
dergarten, elementary, intermediate, and secondary) will
rate differently their preparation in teaching skills,
student teaching, and professional courses in education.
The graduates with different academic specializations
(Arabic language, English language, geography, history,
sociology, social work, psychology, philOSOphy, chemistry,
biology, geology, mathematics, and physics) besides educa-
tion will rate differently their preparation in teaching
skills, student teaching, and professional courses in
education.
The graduates who are teaching only in their field of
specialization will respond differently from those who
are not, to items regarding their preparation in teaching
skills, student teaching, and professional courses in
education.
72
The third research question dealt with recommendations
graduates made regarding proposed changes in the teacher preparation
program. The frequency and percentage counts were employed to pre-
sent the responses of graduates to the fourth part of the question-
naire. The following reading measure of the responses was used:
Strongly Recommended Not Recommended
. m m m ' m m
Recommendations 3 g g - g g
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For item 65 (the open-ended question), the narrative method
was used to analyze the responses.
The Michigan State University computer was used for statisti-
cal treatment of the collected data.
The presentation of the data is in Chapter IV, as indicated
in the first part of this dissertation.
Sum
This chapter, in general, described, in addition to the popu-
lation used for this study, the development of the questionnaire in
English as well as its version in Arabic. The methods used to locate
the 1976 graduates of Kuwait University in education in order to
73
collect the data were discussed, as were the data themselves.
Finally, the statistical methods used to analyze the data in the
next chapter were outlined.
74
Footnotes--Chapter III
1Claire Seltiz et al., Research Methods in Social Relations
(New York: Holt, Rinehart and Winston, Inc., 1961), p. 238.
2Paul Richard Graff, "A Follow-Up Study of Graduates and
Their Opinion of the Secondary Teacher Education Program of the
University of Iowa 1970-76" (Ph.D. dissertation, The University of
Iowa, 1976).
3Ronald Boyd Matson, "An Evaluation of the Teacher Education
Program at Montana State University by Graduates of That Program"
(Ph.D. dissertation, Montana State University, 1972).
CHAPTER IV
PRESENTATION OF DATA
The purpose of this chapter is to present and to analyze the
data collected from the 1976 education graduates of Kuwait University.
The chapter provides a presentation of the demographic char-
acteristics of the population in the same order as in the general
information section, followed by the program evaluation section.
The results of the graduates' evaluation of the effectiveness of the
teacher preparation program at Kuwait University (TPKKU) are presented
as answers to the research questions stated by the investigator.
In addition, each research hypothesis is listed and the col-
lected data in the three areas of interest in teacher preparation
(i.e., teaching skills, student teaching, and professional courses
in education) are presented and ranked according to mean response
score. In each category the items with scores ranging from 1.0 to
2.0 are in the highest ranking group. Those with scores from 2.01
to 2.5 are in the middle group, and items with scores of 2.51 to 4.0
are in the lowest group.
Description of Population
As this study indicated previously, the population of this
study consisted of all 1976 graduates in education from Kuwait Uni-
versity. There were 249 graduates in 1976 who earned a B.A. or 8.5.
75
76
in education, and responses were obtained from 221 of these graduates.
Among the graduates who responded, 193 had teaching positions, while
the others were engaged in other positions.
The first section of the questionnaire included nine ques-
tions providing general information about the respondents. Responses
to the first question revealed that the population consisted of 192
or 86.9 percent female and of 29 or 13.1 percent male graduates.*
One hundred ninety-three or 87 percent of the graduates were
working as full-time teachers in the government schools.** The
remaining 28 or 13 percent of the graduates indicated they were not
working in teaching professions.
The graduates in education who did not have full-time jobs
were asked the reasons for not being in the teaching positions.
Table 4.1 shows the reasons that the graduates gave for not being in
the teaching profession.
In Table 4.1, the first three reasons for not being in
teaching were listed in the questionnaire. The other five reasons
were mentioned by the graduates when they were asked in question
four, "Specify if you have any reason other than those listed above."
Reason number three, "I was offered a job outside education
which carried greater benefits and privileges than a teaching job,"
was the most frequent reason for not being in teaching. Twelve or
*This ratio reflects, to some extent, the same number of
male and female graduates from the teacher preparation program at
Kuwait University every year Since 1970.
**There is no part-time job in the education system at Kuwait.
77
42.9 percent of the graduates with a B.A. or 8.5. in education were
in this category. Most of the graduates worked for the Kuwait Oil
Company (K.O.C.) in administrative jobs which are not related to
education. Numbers four and five, which related to social responsi-
bilities, ranked next highest. This included eight or 28.6 percentirf i
the female graduates who did not have teaching jobs. There were no
males in this category. Finally, there were two graduates representing
7.1 percent of the population who did not feel competent as teachers.
Table 4.1.--Reasons that the graduates listed for not being in teaching.
Reasons Total %
l. A teaching job was not available in the geo-
graphical area in which I had hoped to be 2 7.1
assigned.
2. After graduation, I was convinced that I was
not adequately prepared for the teaching 2 7.1
profession.
3. I was offered a job outside education which
carried greater benefits and privileges 12 42.9
than a teaching job.
4. To take care of my children. 4 14.3
5. I left the teaching profession in order to 4 14 3
accompany my husband/w1fe abroad. '
6. I left teaching because I have health problems. 1 3.6
7. I left teaching because I was obliged to teach 1 3.6
subject matter for which I was not prepared.
8. I was not teaching because I was transferred
by the Ministry of Education to a Ministry 2 7.1
administrative job.
Total 28 100.0
78
When the questionnaire was administered, 91 percent of the
full-time teachers were working in the day schools, and about 9 per-
cent of them worked in evening schools. Day and evening schools are
part of the same educational system with the same curricula and
supervision. There is no single difference between them except the
time in session. The evening schools were introduced in order to
solve the problem of the lack of space for some pupils.
Regarding the level of education that the graduates were
teaching during the survey, Table 4.2 shows that 111 or 57.5 percent
of graduates were holding teaching jobs in intermediate schools. As
this report previously mentioned, this is because the department of
education at Kuwait University is preparing teachers for this level
and the secondary level. Therefore, the next highest number of
graduates, 44 or 22.8 percent out of 193 full-time teachers, were in
the secondary level.
Table 4.2.--Number of graduates who had full-time teaching jobs at
the different educational levels.
Level Total %
1. Kindergarten 23 11.9
2. Elementary 15 7.8
3. Intermediate 111 57.5
4. Secondary 44 22.8
Total 193 100.0
79
The graduates who were working at kindergarten or elementary
schools were assigned to these schools upon their personal request.
Forthrightly, they were retrained by either academic supervision of
these levels, professors in education from Kuwait University, or an
educational institute staff involved in Special programs established
by the Ministry of Education. Some of the elementary teachers taught
subjects other than those in which they were prepared. For example,
a geography teacher may teach Arabic language, geometry, or general
science to elementary pupils.
As Table 4.3 Shows, the majority of graduates concentrated on
humanistic studies (63.8 percent) rather than science (14.4 percent).
This phenomenon still exists at Kuwait University, where there is
less enrollment of high school graduates in the college of science
than in the college of arts and education. Avoiding teacher training,
college science students prefer to pursue studies in their majors to
facilitate future employment in factories and in scientific labora-
tories within the government ministries. This phenomenon has been
causing a shortage of science teachers and a surplus of teachers in
the humanities.
For an analysis of data, academic majors were regrouped into
four subjects: Arabic language, English language, social sciences,
and science. The reasons for this procedure were twofold: First,
geography, history, sociology, and psychology have a common bond
with the social sciences, whereas chemistry, biology, geology, and
mathematics are more closely related to the natural and physical
sciences. Second, some groups were too small for analysis (e.g., in
80
chemistry there were 4 graduates [1.8 percent], in geology 4 graduates
[1.8 percent], and in psychology 17 [7.7 percent]).
Table 4.3.--1976 education graduates and their majors.
Total After
Major Total % Regrouping %
Majors
Arabic language 27 12.2 27 12.2
English language 43 19.5 43 19.5
Geography 58 26.2—
History 27 12.2
Sociology 17 7.7
Social work "9 53's
Psychology 17 7.7
Philosophy _
Chemistry 4 1.8—
Biology 12 5.4
Geology 4 1.8 32 '4'4
Mathematics 12 5.4
Physics _
Others
Total 221 100.0 221 100.0
The answer for question seven, "Do you only teach'h1your‘field
of Specialization?" revealed that 119 or 61.7 percent of graduates
who were full-time teachers were teaching in their major, especially
those in the secondary level, while 74 or 38.3 percent, especially
those in kindergarten, taught outside their major. The following
question, "If your answer to question seven is N_o, what subject/subjects
81
other than your major do you teach?" provided three spaces for
responses. The investigator categorized the subject/subjects taught
by graduates outside their major in two categories: subjects related
to the major and subjects unrelated to the major.
The examination of graduates' majors and of their answers was
carefully calculated by the investigator. Forty-six graduates or
62.2 percent with full-time teaching jobs were found to have taught
subjects related to their major. Twenty-eight graduates or 37.8
percent taught subjects unrelated to their majors, especially those
in kindergarten.
Finally, only 39 graduates who had full-time teaching jobs
had administrative duties in addition to their teaching load. The
nature of their duties was either to work as a wing supervisor or to
work with the school administration. Primarily, a wing supervisor
is in charge of a number of classes to maintain discipline during
the breaks between classes and to keep track of students' and teachers'
absences.
The graduates who were not having teaching jobs were not
included in the presentation of Hypotheses 2 and 4.
Research Questions
Each research question is stated and followed by the analysis
of data gathered from the 1976 graduates.
Research Question 1
"What is the graduates' evaluation of the teacher preparation
program from which they graduated?"
82
All of the 1976 graduates were from TPPKU. The graduates
rated their preparation in teaching Skills, student teaching, and
professional courses in education. After these ratings were compiled,
the means and standard deviations were computed. It should be noted
that the items with lower means reveal that the graduates have a
higher degree of preparation.
Teaching skillS.--Tab1e 4.4 shows the row numbers, percen-
tages, means, standard deviations, and ranks of the graduates in
teaching skills. Table 4.5 Shows that the majority of graduates in
education from Kuwait University highly rated their preparation in
five teaching skills. "Ability to construct an appropriate lesson
plan" was the first teaching skill for which they expressed confi-
dence. The results included 55.7 percent "excellent," 32.6 percent
"good," 10.0 percent "average," 1.7 percent "fair," and 0 percent
"poor." The mean was 1.579. As Table 4.4 reveals, this skill was
followed by "handling classroom discussions," which rated with 43.0
percent "excellent," 40.3 percent "good," 13.1 percent "average,"
2.2 percent "fair," and only 1.4 percent "poor." All the teaching
skills with a mean of 1.0-2.0 are related to the day-to-day activi-
ties of the classroom teachers.
Eight teaching skills were rated as good to high by the
graduates. Table 4.5 Shows that these skills had a mean rating of
2.01-2.5.
Finally, preparation in a group of six teaching skills was
rated less than average by the graduates. These teaching skills are
83
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84
Table 4.5.--The effectiveness of TPPKU in preparing the 1976 graduates
in education for these teaching skills.
Level of
Item
Preparation No. Teach1ng Skills Mean Rank
1.0-2.0 27. Constructing an appropriate lesson 1 579 1
(Excellent plan '
to Good) 21. Handling classroom discussions 1.787 2
23. Using a variety of teaching methods 1.801 3
10. Working with students with differ-
ent abilities 1.986 4.5
17. Using audiovisual equipment 1.986 4.5
2.01-2.5 18. Evaluating the pupils' academic
(Good to progress 2.181 6.5
High Average) 28. Exploring and meeting the actual
needs of students 2.181 6.5
12. Handling discipline problems in
class 2.186 8
16. Using activities in addition to
textbooks 2.217 9
20. Outlining objectives and accomp-
lishing them 2.271 10
22. Working with other faculty members 2 .294 11
ll. Motivating students who are
uninterested 2.330 12
13. Creating interest in the existing
subjects 2.412 13
2.51-4.0 26. Using a wide range of library
(Average to resources 2.507 14
Less Than 25. Acquiring research skills in the
Average) major field 2.624 15
23. Working with the students' parents 2.769 16
19. Dealing with school administration 2.860 17
24. Utilizing the community resources
effectively 2.878 18
14. Dealing with different departments
in the Ministry of Education 3.077 19
85
related to the graduates' professional development. These skills
included "using a wide range of library resources," "acquiring
research skills in the major field," and "dealing with different
departments in the Ministry of Education." Therefore, lowly rated
skills are not related to their performances in the classroom. How-
ever, these skills are educationally essential.
Student teaching.--Graduates rated the student teaching experi-
ences in the secondary school higher than other experiences in the
student teaching period. Results included 41.1 percent "excellent,"
35.7 percent "good," 19.5 percent "average," 2.3 percent "fair," and
1.4 percent "poor," with a mean of 1.869 and a standard deviation of
.897, as shown in Table 4.6.
As shown in Table 4.7, student teaching experience in the
intermediate school ranked third in the higher level of preparation.
The department's assignment to the secondary school was evaluated as
the least effective of the experiences they had had in student teach-
ing. There was no student teaching experience rated as less than
average, which means that the 1976 graduates were satisfied with the
practical part of TPPKU.
The answer to question 35, the number of classes the graduates
taught in the weekly student teaching in the secondary school, revealed
that 77.4 percent of graduates had one class a week, 12.7 percent had
two classes a week, and 4.5 percent had a class every two weeks.
Question 36 showed that 60.2 percent of the graduates had one
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87
observation a week by their student teaching supervisors, and 34.8
percent had less than one observation in two weeks.
Table 4.7.--The effectiveness of student teaching experiences as
evaluated by 1976 graduates.
Prtgzi;tign 1&3? Student Teaching Experiences Mean Rank
1.0-2.0 30. Student teaching experience in
(Excellent the secondary school 1.869 1
to Good) 34. The assistance provided by the
student teaching supervisor 1.886 2
29. Student teaching experience in
the intermediate school 1.991 3
2.01-2.5 31. The supervision of the student in
(Good to the secondary school 2.113 4
High Average) 33. The classroom teacher's coopera-
tion during student teaching 2.312 5
32. The department's assignment of
you to a secondary school in
terms of convenience 2.407 6
2.41-4.0
(Average to
Less Than
Average)
The responses to question 37 disclosed that 61.0 percent of
the 1976 graduates thought that the number of observations was not
adequate for preparing an effective teacher.
Question,38 involved the consistency between what the gradu-
ates learned in the professional courses in education and the instruc-
tion of the supervisor in student teaching. Fifty-eight percent
responded positively, 23.5 percent with pp, and only 18.5 percent did
not have an Opinion.
88
Professional courses in education.--Table 4.8 shows that the
teaching methods (1) course was rated the most valuable. Sixty-five
percent rated it "very valuable," 30.0 percent "valuable," 0.9 percent
"uncertain," 3.6 percent "of little value," and only 0.5 percent "of
no value." This course was offered in the third academic year as an
introductory course in teaching methods. It includes the techniques
and procedures that ought to be used in teaching the specific subject
matter. The educational psychology (1) course was rated as the second
in value by the graduates, with 61.0 percent rating it "very valuable,"
33.5 percent "valuable," 2.3 percent "uncertain," 3.2 percent "of
little value,‘I and 0 percent "of no value." The standard deviation of
the response was .698. ‘
Student teaching in both intermediate and secondary schools
was rated "very valuable to valuable" level of preparation (Table
4.9). Student teaching in the secondary school rated 55.6 percent
"very valuable," 36.7 percent "valuable," 4.5 percent "uncertain,"
2.7 percent "of little value," and 0.5 percent "of no value." The
standard deviation was .746.
All education courses in this level of preparation were either
demonstrations (e.g., audiovisual, which ranked seventh) or field
experiences (e.g., student teaching).
Only the health education course, which was not required, rated
"valuable to uncertain." Of the 99 graduates who had this course,
21.2 percent rated it "very valuable," 36.3 percent "valuable," 20.2
percent "uncertain," 20.2 percent "of little value," and 2.0 percent
"of no value."
89
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90
Table 4.9.--The value of education courses as perceived by 1976
graduates.
Ptggglagion 1&3? Education Courses Mean Rank
1.0-2.0 42. Teaching Methods (1) 1.448 1
(Very Valuable 40. Educational Psychology (1) 1.475 2
to Valuable) 46. Educational Psychology (2) 1.511 3
47. Teaching Methods (2) 1.516 4
48. Student Teaching (in secondary 1 557 5
schools) '
44. Student Teaching (in interme- 1 715 6
diate schools) '
51. Mental Hygiene 1.783 7
41. Audiovisual 1.919 8
2.01-2.5
(Valuable to 50. Health Education 2.455 9
Uncertain)
2.51-4.1 49. Educational Sociology 2.620 10
(Uncertain to 43. Curriculum 2.729 11
of Little 39. Foundations of Education 3.068 12
Value) 45. Development of Educational 3 37] ,3
Thought ’
Finally, the courses in education that were rated ineffective
by the graduates had the common characteristic of being more theoreti-
cal in nature. The development of educational thought discusses the
philosophy of education and the development of education in Western,
Oriental, and Islamic cultures. It was rated 9.0 percent "very
valuable," 23.5 percent "valuable," 11.5 percent "uncertain," 33.5
percent "of little value," and 22.5 percent "of no value.“ The stan-
dard deviation was 1.307.
Summa y.--Research Question 1 revealed that the 1976 graduates
considered themselves sufficiently prepared in five teaching skills.
91
However, these graduates felt deficient in six skills, as shown in
Table 4.5.
Graduates in education were satisfied with the experiences
that they had had in student teaching and they rated highest their
student teaching at the secondary level. The graduates also highly
regarded the assistance that was provided by their supervisors and
student teaching at the intermediate level. The graduates rated no
experience below average.
Finally, after the responses were examined in Table 4.9, the
survey disclosed that eight courses in education were evaluated "very
valuable to valuable" by the entire population of the study. However,
four courses rated below average.
Research Question 2
"Do the following variables affect the 1976 graduates' evalua-
tion of teacher preparation in teaching skills, student teaching, and
professional courses in education at Kuwait University?
A. Sex (male, female)
8. Levels of teaching (kindergarten, elementary, intermediate,
and secondary)
C. Academic majors other than education (Arabic, English,
social sciences, and science)
0. Teaching in the teacher's field of specialization or not."
Each of the preceding four variables was stated in research
hypothesis form.
92
Research Hyppthesis I
"Male and female graduates of 1976 in education will respond
differently to each of the items regarding their preparation in
teaching skills (items 10 through 28), student teaching (items 29
through 38), and professional courses in education (items 39 through
51)."
Teaching skills.--Twenty-nine male and 192 female graduates
were included in this survey. Both sexes agreed that they had had
sufficient preparation in lesson planning. Approximately 45 percent
of male graduates rated their preparation as "excellent," 51.7 percent
“good,†and 3.3 percent "average." There were no responses in the
fair or poor columns. Fifty-seven percent of female graduates rated
this preparation "excellent," 29.7 percent "good," 10.9 percent
"average," 2.1 percent "fair, and none responded "poor.â€
Among the other four teaching skills that were ranked excel-
lent to good by the male and female graduates, only "using teaching
methods" was considered equally effective in their preparation for
teaching. Twenty-eight percent of male graduates rated it "excellent,"
51.5 percent "good," 20.5 percent "average," and no single response
was "fair" or "poor." For the same skill, the female graduates
responded with 46.9 percent "excellent," 35.4 percent "good,'l 12.5
percent "average," 3.1 percent “fair," and 2.1 percent "poor."
Preparation in 12 teaching skills was rated by either both
sexes or one sex as good to high average (Table 4.11). The item
highest ranked in this group by male respondents was "exploring and
93
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m NeN.N NNe.N N eNN. emN.N NeeEeNeee NeeeNseNeee eeNee .NN
e meN.N eNN.N e emN.N NNN.N exeeeexee eeeNeee eeNeN>NNoe NeeeNNNeee eeNne .eN
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N mmN.N eeN.N m.NN NNO.N Nee.N eeeNeece eeNNeNeeNe eeNNeeez .NN
NN NNe.N NNN.N m.e Nee.N eNm.N eeeeeeee eeeeeceeeNee one eeNee>Neez .NN
a wee. mme.N N eNN. NeN.N eeNNNNNee NeecewwNe NON: eeNxcez .eN
seem .e.m eeez Neee .e.m eeez .ez
NNeNuzv NeNuzv mNNNxm eeNeeeeN eeNN
meNeEeN meNez
.mNNNxm mewseeep ucewewwNe :N ceNueNeeeNe NNegu we mmcwuec .meueeeesm eNeEew new eNezuu.oN.e eNeeN
94
Table 4.ll.--Mean responses of male and female graduates to their
teacher preparation.
Males Females
Level of Item . .
. Teach1ng Sk1lls (N=29) (N=192)
Preparat1on No. Rank Rank
1.0-2.0 10. Working with different abilities 4
(Excellent 15. Using teaching methods 3 3
to Good) 17. Using audiovisual equipment 2
21. Handling classroom discussions 2
27. Constructing an appropriate 1 1
lesson plan
2.01-2.5 10. Working with different abilities 7
(Good to 11. Motivating the uninterested 9 5 12
High Average) students '
12. Handling discipline problems 12.5 7
13. Creating interest in the exist- 8 13
ing subjects
16. Using additional activities 6 9
besides textbooks
17. Using audiovisual equipment 5
18. Evaluating pupils 12.5 6
20. Outlining their objectives and 1] 10
accomplishing them
21. Handling classroom discussions 5
22. Working with faculty members 9.5 11
26. Using library resources 14
28. Exploring and meeting the actual 4 8
needs of students
2.51-4.0 l4. Dealing with different depart- 17 19
(Average ments in the Ministry of Education
to Less Than 19. Dealing with school administration 18.5 17
Average) 23. Working with students' parents 14 16
24. Utilizing community resources 18.5 18
25. Acquiring research skills in the 15 5 15
major field '
26. Using library resources 15.5
95
meeting the actual needs of students,†whereas females ranked it
eighth. "Using library resources" was ranked lowest in value by
females.
Based upon mean responses, male and female graduates thought
that they were prepared ineffectively in six teaching skills. Prepa-
ration in "utilizing community resources" and "dealing with different
departments in the Ministry of Education" were rated below average by
females. These two skills were both ranked 18.5 by the males (Table
4.11).
Student teaching.--Male and female graduates were satisfied
with the experiences that they had had in student teaching. The stu-
dent teaching in secondary school was ranked by both sexes on the top,
as shown in Table 4.13. Both sexes agreed upon the effectiveness of
the preparation that they had had at this level. Male graduates
rated their preparation in this level with 34.5 percent "excellent,"
41.4 percent "good," 20.7 percent "average," 0 percent "fair," and
3.4 percent "poor," whereas female graduates evaluated it as the most
beneficial experience with 42.2 percent "excellent," 34.9 percent
"good," 19.3 percent "average," 2.6 percent "fair," and 1.0 percent
“poor."
Females were more satisfied with the student teaching experi-
ence in the intermediate school and ranked it third. On the other
hand, male graduates ranked it sixth or the lowest among other experi-
ences that they had had in the student teaching period.
96
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eoeN>eNe oeneomwmme one we moono>NNeowwo onN .em
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o weN.N NN¢.N m NmN.N mNN.N Neenum Nomeneeom
ea pnosnmwmme m.unosuneeoe on» we :eNueeNo>m .NN
e wNm. moo.N m.m one. NON.N Neenem Nomeneeom one :N mnNneeoN
ucoeeum we neNmN>Noeem one we newueeNe>u .Nm
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one nN mnNnueoN Nnoeepm we :eNoeaNe>m .om
m mNm. mmm.N e one. mom.N Neenem oueweosnopnw
on» nN mnNneeoN Nnoeepm we neNNeaNe>m .mN
xnem .o.m coo: xnem .o.m coo: e m
oenowno xm nNneeoN unoeaum .ez
NNmNuzv NmNuzv
eoNesoN eoNez noNz eeNNeoe eeoeN sooN
.chnueoN
«noeepm nN eon Non» Non» oenownoexo on» we neNuezNe>o .moueeeecm oNesow one oNeznu.NN.e oNneN
97
Table 4.13.--Male and female graduates' evaluation of their student
teaching experiences.
Males Females
Level Of Item Student Teaching Experiences (N=29) (N=192)
Preparation No.
Rank Rank
1.0-2.0 29. Student teaching in interme-
(Excellent diate school 2
to Good) 30. Student teaching in secondary
school 1 l
34. Assistance provided by the
supervisor 3
2.01-2.5 29. Student teaching in interme-
(Good to diate school 6
High Average) 31. Supervision of student teach-
ing in secondary school 3.5 4
32. Department's assignment of
secondary school 5 6
33. Cooperation from classroom
teachers 3.5 5
34. Assistance provided by the
supervisor 2
2.51-4.0
(Average to
Less Than
Average)
Both sexes agreed that the "department's assignment of secon-
dary school" was the lowest in value.
Question 35 dealt with the number of classes taught by both
sexes. Eighty-three percent of the males had one class, and 26.6
percent of the females had the same. Seventeen percent of the males
and 12.0 percent of the female graduates had two classes a week in
student teaching at the secondary level. Six and three-tenths
98
percent of the females had three classes a week and 5.2 percent of
the females had one class every two weeks.
More than 50.0 percent of male and female graduates were
observed one time by their supervisors in the weekly student teaching.
Specifically, 69.0 percent of males and 58.9 percent of females were
observed one time, while only 3.4 percent of the males and 4.71 per-
cent of the females were observed two times. Thirty-six percent of
the female and 27.5 percent of the male graduates were observed by
their supervising teachers only one time in more than two weeks of
student teaching.
Sixty-two percent of the males and 58 percent of the females
thought there was a consistency between their education courses and
the instructions of the supervisor of student teaching. Only 20.7
percent of the males and 24.0 percent of the females thought there
was no consistency, while the rest responded "uncertain."
Professional courses in education.--Table 4.15 reveals that
both sexes agreed that teaching methods (1) was the most valuable
course. Of the males, 65.1 percent rated it "very valuable," 29.7
percent as "valuable," 1.0 percent “uncertain," 3.6 percent "of
little value," and 0.5 percent "of no value."
Other than the teaching methods (1) course, there was no
similarity between the sexes in the rank of education courses that
were â€very valuable to valuable" in the level of preparation.
99
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eN NNN. eNN.N NN NNe. NNN.N aNNeNeNeeN Neeeweeeeeo .ee
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e NNN. NNN.N N NNN. NNe.N NNV eeeneez Newneeew .NN
N NNN. NNN.N N NNN. NNe.N NNV NNeNeneNee Neeeweeeeeo .ee
NN NNN.N Nee.N NN NNN.N NNN.N Neeeenw NeeeNeeeeeN we NeeeeeNesoe .NN
e eNe. NeN.N N eNN. NNN.N NNeenee eeeweeELeeeN eNV eewnoeeN Neeeeem .ee
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100
Table 4.15.--Male and female graduates' rating of the value of the
education courses.
Males Females
Level of Item .
Preparation No. Educat1on Course (ggï¬z) (2;;EZ)
1.0-2.0 40. Educational Psychology (1) 4.5 2
(Very Valuable 41. Audiovisual 8
to Valuable) 42. Teaching Methods (1) l l
44. Student Teaching (in inter- 7 6
mediate school)
46. Educational Psychology (2) 2 3
47. Teaching Methods (2) 3 4
48. Student Teaching (in secon- 4 5 5
dary school) '
51. Mental Hygiene 7
2.01-2.5 43. Curriculum 9
(Valuable to 50. Health Education* 10 9
Uncertain) 51. Mental Hygiene 8
2.51-4.0 39. Foundations of Education 13 12
(Uncertain 43. Curriculum 11
to Of Little 45. Development of Educational 12 13
Value) Thought
49. Educational Sociology* 11 10
*Elective course.
Three courses in education were evaluated below average by
male and female graduates, as Table 4.15 shows. The curriculum course
was the only one rated in this group by the females. Ten percent of
the male graduates evaluated the development of educational thought
course "very valuable," 34.5 percent as "valuable," 6.9 percent as
"uncertain," 27.6 percent as "of little value," and 20.9 percent as
“of no value," whereas 8.9 percent of the females evaluated the course
101
"very valuable," 21.9 percent "valuable," 12.0 percent “uncertain,"
34.4 percent "of little value," and 22.9 percent "of no value."
Summary.--Table 4.10 shows the difference in the mean ratings
of male and female graduates of their preparation in various teaching
skills. Five teaching skills were rated "excellent to good," but
only two of them, "using teaching methods" and "constructing an
appropriate lesson plan," were ranked the same by both males and
females. Other than these two skills, there was no single skill
ranked the same by both sexes.
Both sexes ranked their preparation in eight teaching skills
good to high. Both sexes believed that they were ineffectively pre-
pared by TPPKU in five teaching skills.
The student teaching experiences were evaluated excellent to
good by females. However, only student teaching at the secondary
level rated highly by both male and female graduates. Except for
this experience, there was no similarity in the ranking of student
teaching by both sexes, as Table 4.13 disclosed.
Both sexes ranked the teaching methods (1) course first among
required courses. Other than this course, there was no similarity in
the ratings. Six education courses were evaluated excellent to good
by both sexes. One course was rated valuable to uncertain by both
sexes, and three courses were ranked ineffective in teacher prepara-
tion.
Hypothesis I (male and female graduates will respond differ-
ently) was judged to be supported by the data and was accepted as true.
102
Research Hypothesis II
Research Hypothesis II stated: "The graduates who are teach-
ing at different levels (kindergarten, elementary, intermediate, and
secondary) will rate differently their preparation in teaching skills,
student teaching, and professional courses in education."
Teaching skills.--Based on the mean responses of the graduates
who were teaching at the four levels, their ratings of specific teach-
ing skills (Tables 4.16 and 4.17) showed that graduates who were
teaching at the secondary level were more satisfied with their prep-
aration in these skills by TPPKU than were graduates at other levels,
especially elementary. The graduates who were teaching at the secon-
dary level highly evaluated their preparation in eight teaching
skills. "Handling classroom discussions" was rated by 61.4 percent
as "excellent," 31.8 percent "good," 2.3 percent "average," and 4.5
percent "fair."
Kindergarten teachers were next in satisfaction with their
preparation in these teaching Skills. They rated "constructing an
appropriate lesson plan" highest, with 65.2 percent "excellent,"
30.5 percent "good," and 4.3 percent "average." On the other hand,
elementary and intermediate teachers recorded the lowest number of
teaching skills as "excellent" to "good" in terms of preparation. In
addition, elementary teachers agreed they had been effectively pre-
pared by TPPKU in "using teaching methods," with 66.7 percent "excel-
lent," 26.7 percent I'good," and 6.6 percent "average" ratings.
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104
Table 4.17.--Ratings of preparation in specific teaching skills by the
1976 graduates at four teaching levels.
Kinder- Elemen- Inter- Secon-
Level of Item garten tary mediate dary
Preparation N0. (N=23) (N=15) (N=1ll) (N=44)
Rank Rank Rank Rank
1.0-2.0 10 4.5 4 5.5
(Excellent 15 4.5 1 3 3
to Good) 16 4
l7 3 7
18 8
20 3 5.5
21 2 2 l
22 6.5
27 1 2 1 2
28 6.5
2.01-2.5 10 .5
(Good to 11 12.5 9.5 11 11
Average) 12 17 6 9
13 11 12.5
16 10 9.5 10
17 8 5
18 15 6.5 8
19 15 6.5
20 12.5 12
21 4.5
22 9 12.5
23 8.5 16
24 12.5
25 15 15
26 8.5 12.5 14
28 ll 7 10
2.51-4.0 12 17
(Average to 13 14.5 13
Less Than 14 l9 l9 l9 19
Average) 19 16 17
22 14.5
23 18 17
24 18 18 18
25 16 15
105
Only graduates who were teaching at the secondary level
rated their preparation in "using additional activities besides
textbooks" and "evaluating pupils' progress" as "excellent" to "good.
On the other hand, only kindergarten teachers perceived they were
effectively prepared for "working with faculty members" and "explor-
ing and meeting the actual needs of pupils," with a mean of 2.00 for
both skills.
Sixteen teaching skills were ranked in the "good" to "high-
average" group, either by graduates at all educational levels or by
some of them. Kindergarten and elementary teachers rated their
preparation in ten skills as being "good" to "high-average," whereas
intermediate and secondary teachers gave eight skills this rating.
Moreover, of the 16 teaching skills rated in this manner, the response
means of intermediate and secondary teachers were the same only for
the skill "motivating the pupils."
For items with a response mean of "less than average," kinder-
garten teachers rated "utilizing community resources" and "dealing
with different departments in the Ministry of Education" as skills
for which they had been ineffectively prepared. Their rating of
preparation in the latter skill was as follows: 8.7 percent “excel-
lent," 39.1 percent "good," 34.8 percent "average," 4.3 percent
"fair," and 13.0 percent "poor."
Finally, elementary and intermediate teachers rated their
preparation in six teaching skills as ineffective. There were obvious
differences among the teaching skills rated "below average" and in
the rankings of these skills by both groups of teachers.
106
Student teaching.--The graduates who taught at the kinder-
garten and secondary levels rated "student teaching in the secondary
school" as the most useful student teaching experience they had had.
Kindergarten teachers rated such experience 34.8 percent "excellent,"
47.8 percent "good," 13.0 percent "average," and 4.3 percent "poor."
In contrast, secondary teachers evaluated the same experience as
follows: 59.1 percent "excellent," 34.1 percent "good," 4.5 percent
"average," and 2.3 percent "poor."
Elementary and intermediate teachers evaluated "the assistance
provided by the supervisor" higher than other experiences they had
had in student teaching. Elementary teachers rated this experience
"excellent" (46.7 percent), "good" (46.7 percent), or "average"
(6.6 percent), whereas intermediate teachers evaluated it 40.5 per-
cent "excellent," 38.7 percent "good," 12.6 percent "average," 7.2
percent "fair," and only 1.0 percent "poor" (one respondent).
Table 4.19 shows that elementary teachers were more satisfied
with their student teaching than were graduates who were teaching at
other levels. The only experience they rated below average was "the
department's assignment of secondary school," with a mean of 2.600
and a standard deviation of 1.183.
Elementary and intermediate teachers evaluated "student
teaching in the intermediate school" as "excellent" to "good."
Whereas elementary teachers evaluated this item with 40.0 percent
"excellent," 40.0 percent "good," 13.3 percent "average," and 6.7
percent "fair" responses, the intermediate teachers rated it with
1(17
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108
31.5 percent "excellent," 46.8 percent "good," 16.2 percent
"average," 4.5 percent "fair," and only 1.0 percent "poor" ratings.
Table 4.19.--Evaluation of the student teaching experience by 1976
graduates at four teaching levels.
Kinder- Elemen- Inter- Secon-
Level of Item garten tary mediate dary
Preparation No. (N=23) (N=15) (N=111) (N=44)
Rank Rank Rank Rank
1.0-2.0 29 2 2 3
(Excellent 30 l 3.5 3 1
to Good) 31 5
33 3.5
34 l l 2
2.01-2.5 29 2
(Good to 31 3 4 5
High Average) 32 6 4
33 5 6
34 4
2.51-4.0 32 5 6
(Average to 33 6
Less Than
Average)
In general, Table 4.18 Shows there was no consensus among
the graduates at different teaching levels in how they ranked various
aspects of their student teaching experience.
The responses to question 35 are shown in Table 4.20. In
general, 84.55 percent of the 1976 graduates who held teaching posi-
tions had taught one class a week during student teaching. Moreover,
13.6 percent of the secondary teachers and about 2.0 percent of the
109
intermediate teachers only taught one class in every two weeks of
student teaching.
Table 4.20.--The number of classes the 1976 graduates taught during
student teaching in the secondary school.
Kinder- Elemen- Inter- Secon-
garten tary mediate dary
(N=23) (N=15) (N=lll) (N=44)
N 23 13 8O 35
â€"9 C'ass a weak 8 100.0 86.7 72.0 79.5
N 2 20 2
Two classes a week % 13.3 18.0 4.5
N 9 1
Three classes a week % 8.1 2.3
One class every N 2 6
two weeks % 1.9 13.6
As shown in Table 4.21, more than 50 percent of the graduates
at the different teaching levels had been Observed one time by their
supervising teachers. Twenty-six percent of the kindergarten teachers,
35.1 percent of the intermediate teachers, and 38.7 percent of the
secondary teachers had had one observation in more than two weeks.
The graduates teaching at the different levels thought the
number of times they had been observed by supervisors was inadequate
to prepare them effectively in their subjects. Moreover, the highest
percentage of positive responses to this question was among secondary
teachers (56.8 percent), perhaps because they saw their present
110
occupation as an extension of student teaching in the secondary
school, more so than did graduates at other educational levels.
(See Table 4.22.)
Table 4.21.--Frequency of supervisory observation during student
teaching, by teaching level of 1976 graduates.
Kinder- Elemen- Inter- Secon-
arten tary mediate dary
(N=23) (N=15) (N=1ll) (N=44)
. N 17 9 63 26
One t'me % 73.9 60.0 55.7 59.0
. N 1 8 1
TW° t'mes % 6.7 7.2 2.3
. N 1
Three t1mes % .9
Once in more N 6 5 39 17
than two weeks % 26.1 3.3 35.1 38.7
Table 4.22.--The adequacy of the number of observations for preparing
effective teachers.
Kinder- Elemen- Inter- Secon-
garten tary mediate dary
(N=23) (N=15) (N=1ll) (N=44)
N 10 5 37 25
Yes 2 43.5 33.3 33.3 56.8
No N 13 10 74 19
% 56.5 66.7 66.7 43.2
111
In their responses to question 38, about 53 percent of the
graduates thought there was a consistency between what they had
learned in their professional courses and the instructions of their
student teaching supervisors. Intermediate school teachers were
especially in agreement, with 62.2 percent positive response. (See
Table 4.23.)
Table 4.23.--The consistency between what the 1976 graduates learned
in education courses and the instructions of their
supervising teachers.
Kinder- Elemen- Inter- Secon-
arten tary mediate dary
(N=23) (N=15) (N=1ll) (N=44)
N 13 7 69 21
Yes % 55.5 46.7 62.2 47.7
No N 6 4 24 13
% 26.1 26.7 21.6 29.5
. N 4 4 18 10
â€"dec'dEd % 17.4 26.7 16.2 22.7
Professional courses in education.--In general, elementary
teachers showed more satisfaction with their education courses than did
other respondents. They evaluated nine courses in education as "very
valuable" to "valuable"; this represented 69 percent of the required
courses at TPPKU. (See Table 4.24.)
All graduates, regardless of teaching level, considered their
student teaching experience, both in intermediate and secondary schools,
as "very valuable" to "valuable." However, "student teaching in
1'12
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113
secondary school" ranked ahead of "student teaching in intermediate
school."
The educational psychology (l) course offered in the third
academic year was evaluated by kindergarten teachers as more valuable
than other education courses; 69.5 percent rated it "very valuable,"
26.l percent "valuable," and 4.3 percent were "uncertain." The teach-
ing methods (1) course offered during the same academic year was con-
sidered by elementary, secondary, and intermediate teachers as highest
in value, whereas kindergarten teachers ranked it fifth, as shown in
Table 4.25.
Table 4.25.--The value of education courses as perceived by 1976
graduates, by teaching level.
Kinder- Elemen— Inter- Secon-
Level of Item arten tary mediate dary
Preparation No. (N=23) (N=15) (N=lll) (N=44)
Rank Rank Rank Rank
1.0-2.0 40 1 2 3 4.5
(Very Valuable 4l 8 9 8
to Valuable) 52 5 l l 1
44 7 4 6 7
46 2 7 2 4.5
47 6 6 4 2.5
48 3 4 5 2.5
50 8
51 4 4 7 6
2.01-2.5 41 8
(Valuable to 49 l0 l0 9
Uncertain) 50 9
2.51-4.0 39 12 12 12 12
(Uncertain to 43 ll ll 10 10
0f Litt1e 45 13 13 13 13
Value) 49 ll
114
Three education courses ranked in the 2.0l-2.5 category
("valuable" to "uncertain); these courses were health education,
educational sociology, and an audiovisual course (Table 4.25).
As can be seen in Table 4.25, intermediate school teachers
were more dissatisfied with some education courses than were other
groups of teachers. Intermediate teachers ranked 38 percent of the
education courses as having below average value.
Finally, foundations of education and development of educa-
tional thought were considered by all graduates as below average in
value. For instance, intermediate teachers rated the foundations of
education course as follows: 1.8 percent "very valuable," 32.4 per-
cent "valuable," 6.3 percent "uncertain," 43.2 percent â€of little
value," and l6.3 percent “of no value." The same group of graduates
rated the development of educational thought course as below average
in value: 13.5 percent "very valuable," 18.9 percent "valuable,"
9.0 percent "uncertain," 29.7 percent "of little value," and 28.8
percent "of no value."
Summary.-—In their responses concerning preparation in spe-
cific teaching skills, the l976 graduates rated their preparation in
these skills differently, depending on the level at which they were
teaching. Only "dealing with different departments in the Ministry
of Education" was ranked the same (nineteenth) by all graduates, as
shown in Table 4.17.
Elementary teachers ranked seven of nine education courses
as "excellent" to "good," whereas kindergarten teachers rated "student
115
teaching in the secondary school" in this manner. Only two courses
were ranked the same by all graduates, regardless of teaching level;
foundations of education was ranked twelfth, and the development of
educational thought course was ranked thirteenth (Table 4.25).
Hypothesis II (the graduates at different levels will rate
differently their preparation) was judged to be supported by the data
and was accepted as true.
Research Hypothesis III
This hypothesis stated: "The graduates with different academic
specializations (Arabic language, English language, geography, history,
sociology, social work, psychology, philOSOphy, chemistry, biology,
geology, mathematics, and physics) besides education will rate differ-
ently their preparation in teaching skills, student teaching, and pro-
fessional courses in education."
Teachinggskills.--As mentioned at the beginning of this
chapter, education graduates with arts and science majors were
regrouped into four groups: Arabic language, English language, social
sciences, and science.
In the evaluation of their preparation in teaching skills by
TPPKU, the 1976 graduates in four majors rated their preparation in
six skills as "excellent" to "good," as shown in Table 4.27. All
graduates evaluated their preparation in "handling classroom discus-
sions" and "constructing an appropriate lesson plan" at such a level.
Graduates in all majors except Arabic language rated their
preparation in "using teaching methods" and "using audiovisual
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117
Table 4.27.--Ratings of preparation in specific teaching skills by
the 1976 education graduates in four majors.
Arabic English Social Science
Level of Item Language Language Science (N=32)
Preparation No. (N=27) (N=43) (N=ll9) Rank
Rank Rank Rank
1.0-2.0 10 3 5
(Excellent l5 3 2 2
to Good) l7 2 4 5
18 4
21 2 4 3 3
27 l l l l
2.01-2.5 10 5 6.5
(Good to ll 9 l2 12 ll
High Average) l2 4.5 8 l0 9
13 8 13 12.5
15 4.5
16 9.5 6 8
l8 7 7 8.5
20 11 8.5 10
22 9.5 7 12.5
26 10 l4
28 6 6 11 6.5
2.51-4.0 l3 l3.5
(Average to l4 l7 l8 l9 l9
Less Than l6 13.5
Average) 17 15
l9 l8 l9 l7 17
20 11.5
22 11.5
23 16 17 15.5 18
24 l9 l6 l8 l6
25 l3.5 13.5 15.5 14
26 15 15
118
equipment" as "excellent" to "good." Graduates with an Arabic lan-
guage major considered their preparation in "using teaching methods"
as "good" to "average" (mean of 2.074, standard deviation of .874),
whereas they gave their preparation in "using audiovisual equipment"
a below-average rating: l4.8 percent "excellent,“ 29.6 percent
"good,'I 29.6 percent "average," ll.2 percent "fair," and l4.8 percent
"poor."
Graduates in the four majors evaluated their preparation in
ll teaching skills as "good" to "average.“ All l976 graduates in
the four majors evaluated the following three teaching skills:
1. "Motivating the pupils who are uninterested"
2. "Handling discipline problems in the classroom"
3. "Exploring and meeting the actual needs of pupils"
Each skill was rated differently by the respondents, depending on
their major (Arabic language, English language, social sciences, or
science).
All graduates except those with an Arabic language major
rated their preparation in "using additional activities besides
textbooks," "outlining objectives and accomplishing them," and "work-
ing with faculty members" as "good" to â€high-average." Respondents
with Arabic language majors evaluated their preparation in those
skills as below average. They believed TPPKU had been ineffective
in preparing them in these teaching skills, as shown in Tables 4.26
and 4.27.
119
The 1976 education graduates in four majors believed they had
been ineffectively prepared by TPPKU in the following teaching
skills:
l. "Dealing with different departments in the Ministry of
Education"
2. Dealing with school administration"
3. "Working with students' parents"
4. "Utilizing community resources"
5. "Acquiring research skills in the major field"
Only graduates with an English major were not satisfied with
their preparation in "creating interest in the existing subject";
their ratings of this item were: l6.3 percent "excellent,“ 37.2 per-
cent "good," 23.3 percent "average," 2.3 percent "fair," and 20.9
percent "poor." Their ratings of preparation in "using library
resources" were also below average: l4.0 percent "excellent," 32.5
percent "good,“ 23.3 percent "average," l6.2 percent "fair," and
l4.0 percent "poor."
Student teaching.--In their evaluations of student teaching
experiences, graduates with Arabic and English language majors ranked
"student teaching in the intermediate school" first, as shown in
Table 4.29. The same student teaching experience was ranked third by
graduates with social science and science majors, with a mean of 2.00
for both groups.
Only graduates with a social science major evaluated "student
teaching in the secondary school" as "excellent" to "good"; their
120
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121
specific ratings were as follows: 50.4 percent "excellent," 34.4
percent "good," 12.7 percent "average," .8 percent "fair," and 1.7
percent "poor." In addition, only graduates with a science major
evaluated "supervision of student teaching in the secondary school"
as "excellent" to "good"--specifically, 37.5 percent "excellent,"
37.5 percent "good," 21.9 percent "average," and 3.1 percent "fair."
Table 4.29.--Ranking of the evaluation of the student teaching
experience by education graduates in four majors.
Arabic English Social
Level of Item Language Langua e Science ï¬ï¬iggge
Preparation No. (N=27) ("=43§ (N=ll9) Rank
Rank Rank Rank
1.0-2.0 29 1 ‘| 3 3
(Excellent 30 1
to Good) 31 2
34 2 1
2.01-2.5 30 3 3 4
(Good to 31 4.5 5 4
High Average) 32 4.5 4 5
33 6 5 5
34 2 2
2.51-4.0 32 6
(High Average
to Less Than
Average)
Graduates with a science major evaluated "the department’s
assignment of student teachers to secondary schools" as below average
in terms of usefulness. Sixteen percent of them rated it "excellent,"
122
21.9 percent "good," 18.8 percent "average," 18.8 percent "fair," and
24.5 percent "poor."
In regard to question 36, Table 4.30 shows that more than
80 percent of graduates with English language, social science, and
science majors had taught one class a week during student teaching.
On the other hand, 59.3 percent of the Arabic major graduates had
taught two classes a week and 33.3 percent had taught three classes
a week during student teaching in secondary schools. The main reason
behind this result was that there were more available classes in the
Arabic language in which to teach than in other majors. In fact,
secondary school pupils have more classes in Arabic than in any other
subject.
Table 4.30.--The number of classes the graduates in four majors taught
each week during student teaching.
Arabic English Social
Language Langua e Science Eï¬lggge
(N=27) (N=43) (N=ll9)
N 2 36 105 28
one C1355 % 7.4 83.7 88.3 87.5
N 16 6 4 2
TW° c‘asses % 59.3 13.9 3.3 6.3
N 9 2 1
Three classes % 33.3 1.7 3.]
One class in N l 8 1
every two weeks % 2.4 6.7 3.1
123
About 50 percent of the graduates in all four majors had been
observed by their supervisors once a week during student teaching.
(See Table 4.31.) The table also shows that 18.5 percent of the
graduates with an Arabic language major had been observed two times a
week, whereas only 3.7 percent had been observed three times weekly.
The number of observations was different from the number of classes
they had taught (Table 4.30). Although no graduates with an Arabic
major had taught one class every two weeks, 22.3 percent of them had
been observed once every two weeks (see Table 4.31). About 39 percent
of the graduates with English language, social science, and science
majors had been observed once every two weeks.
Table 4.31.--The number of times the graduates in four different
majors had been observed each week during their student
teaching in secondary schools.
Arabic English Social .
Langua e Langua e Science €§l§3§e
(N=27 (N=43) (N=ll9)
. N 15 28 75 15
one t‘me % 55.5 65.1 63.0 46.8
. N 5 1 3 l
Tw° t‘mes % 18.5 2.3 2.5 3.2
. N 1
Three times % 3.7
Once in every N 6 14 41 16
two weeks % 22.3 32.6 34.5 50.0
124
Graduates in the four majors did not think the number of
times they had been observed each week during student teaching had
prepared them adequately to teach in their respective majors. Science
teachers, especially, noted this concern, with 75.0 percent negative
response to the question (Table 4.32).
Table 4.32.-—Adequacy of the number of observations during student
teaching, as perceived by graduates in four majors.
Arabic English Social .
Language Language Science 7§i§3§e
(N=27) (N=43) (N=ll9)
N 13 16 49 8
Yes % 48.1 37.2 41.2 25.0
No N 14 27 7O 24
% 51.9 62.8 58.8 75.0
As shown in Table 4.33, more than 50 percent of the graduates
in different majors thought there was a consistency between what they
had learned in the professional courses in education and the instruc-
tions of their student teaching supervisors. Graduates with English
language majors were more satisfied with the instructions of their
supervisors than were graduates in other majors.
Professional courses in education.--In their evaluation of
education courses, all graduates in the four majors believed six
courses to have been "very valuable." These courses were:
1. “Educational psychology (1)"
2. "Teaching methods (1)"
125
"Student teaching (in intermediate school)"
"Educational psychology (2)"
"Teaching methods (2)"
0501-1300
“Student teaching (in secondary school)"
These courses were ranked differently by each group of graduates; no
education course was ranked the same by graduates in all four majors
(see Table 4.34).
Table 4.33.--The consistency between education courses and instruction
of student teaching supervisors, as perceived by graduates
in four majors.
Arabic English Social
. Science
Language Langua e Sc1ence =
(N=27) (N=43) (N=ll9) (N 32)
N 15 31 52 20
Yes 2 55.3 72.1 52.1 52.5
No N 5 9 32 5
% 18.5 20.9 25.9 18.8
. N 5 3 25 6
â€"dec‘ded % 22.2 7.0 21.0 18.8
All graduates except those who had majored in Arabic language
evaluated audiovisual and mental hygiene courses as "very valuable"
to "valuable.'I Graduates with an Arabic language major considered
these courses "valuable" or were uncertain about their value, as shown
in Table 4.35.
1226
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127
Table 4.35.--The value of education courses, as perceived by graduates
in four majors.
Arabic English Social Science
Level of Item Language Language Science (N=32)
Preparation No. (N=27) (N=43) (N=ll9) Rank
Rank Rank Rank
1.0-2.0 40 2 2 2 5.5
(Very Valuable 41 5 8 8
to Valuable) 42 l 1 3 1.5
44 5 7 7 5.5
46 3 4 4 4
47 4 3 5 3
48 6 8 l 1.5
51 6 6 7
2.01-2.5 41 8
(Valuable to 49 10
Uncertain) 50 9 9 9
51 7
2.51-4.0 39 13 13 12 12
(Uncertain 43 9 10 ll 10
to Little 45 11 12 13 13
Value) 49 10 ll 11
50 12
Graduates in all four majors reported a lower than average
level of preparation in the following three education courses:
1. "Foundations of education"
2. "Curriculum"
3. "Development of educational thought"
In addition, all graduates except those who had majored in social
science gave the "educational sociology" course a below-average evalua-
tion. Only graduates with an Arabic language major evaluated the
"health education" course as below average, with ratings of 12.5
128
percent â€excellent," 18.8 percent "good," 31.2 percent "average,"
and 37.5 percent "fair."
Summa y.--In their evaluations of the preparation they had
received in different teaching skills, l976 education graduates in
four majors responded differently, as seen in Tables 4.26 and 4.27.
Only "constructing an appr0priate lesson plan" was ranked the same
(first) by all graduates, regardless of major.
Graduates with social science and science majors evaluated
three student teaching experiences as being "excellent" to "good,"
whereas those with Arabic and English language majors rated only one
such experience this highly. No student teaching experience was
ranked the same by graduates in all four majors.
All graduates, regardless of major, ranked six education
courses as being "very valuable" to "valuable." In addition, as shown
in Tables 4.34 and 4.35, graduates ranked three education courses as
ineffective in terms of teacher preparation. No education courses
were ranked the same by graduates in all four majors.
Hypothesis III (the graduates in different majors besides
education will rate differently their preparation) was judged to be
supported by the data and was accepted as true.
Research Hypothesis IV
This hypothesis stated: "The graduates who are teaching only
in their field of specialization will respond differently from those
who are not, to items regarding their preparation in teaching
skills, student teaching, and professional courses in education."
129
Seventy-four graduates out of 193 who were teaching were not
teaching solely in their specialty area, whereas the remaining 119
subjects were teaching only the subject matter in which they had been
prepared by TPPKU. The latter group comprised most of the graduates
who were teaching in intermediate schools, and all of the graduates
who were teaching in secondary schools, because of the nature of the
secondary-level educational system in Kuwait.
Teaching skills.--Evaluations by the graduates who were teach-
ing only in their field of specialization and by those who were not
revealed that they were satisfied with their preparation by TPPKU in
these teaching skills (see Tables 4.37 and 4.37). Both groups highly
rated their preparation in the following teaching skills:
1. "Constructing an appropriate lesson plan"
"Handling classroom discussions"
"Using a variety of teaching methods"
"Dealing with students with different abilities"
01-wa
"Using audiovisual equipment and materials"
Both groups ranked "constructing an appropriate lesson plan,"
"dealing with different abilities," and "using audiovisual equipment
and materials" the same-—first, fourth, and fifth, respectively.
Nine teaching skills, or about 47 percent of all the skills
listed, were congregated in the "good" to "high-average" group, as
shown in Table 4.37. Graduates who were not teaching only in their
field of specialization rated their preparation in "using a wide range
of library resources" as follows: 17.6 percent "excellent," 44.6
130
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131
Table 4.37.--Rankings of teaching skills by graduates who were teaching
only in their major field and those who were not.
Yes No
Level of Item
- (N=ll9) (N=74)
Preparation No. Rank Rank
1.0-2.0 10 4 4
(Excellent 15 3 2
to Good) 17 5 5
21 2 3
27 1 1
2.01-2.5 11 12 12
(Good to 12 8 9.5
High Average) 13 13 13
16 9 6.5
18 6 9.5
20 10 ll
22 11 8
26 14
28 7 6 5
2.51-4.0 14 19 19
(Average to l9 l7 17
Less Than 23 16 16
Average) 24 18 18
25 15 15
26 14
percent "good," 28.3 percent â€average," 6.8 percent "fair," and 2.7
percent I'poor." On the other hand, the graduates who were teaching
only in their major field believed TPPKU had not prepared them effec-
tively in this skill. Their ratings of preparation in the skill fell
in the lower level of preparation ("less than average"), with 19.3
percent "excellent," 36.1 percent "good," 22.7 percent "average,"
11.8 percent "fair," and 10.1 percent "poor" ratings.
132
Both groups felt TPPKU had ineffectively prepared them in
five teaching skills. These skills were as follows:
1. "Acquiring research skills in the major field and being
familiar with them"
"Working with students' parents"
"Dealing with school administration effectively"
"Utilizing the community resources effectively"
0‘1th
"Dealing with different departments in the Ministry of
Education"
Only graduates who were teaching solely in their major area
rated their preparation in "using library resources" as "less than
average." Both groups, though, evaluated their preparation in "deal-
ing with different departments in the Ministry of Education" as "less
than average." Graduates who were teaching only in their major area
rated this item as follows: 13.4 percent "excellent," 23.5 percent
"good," 24.4 percent "average," 16.0 percent "fair," and 22.7 percent
"poor." The other respondent group gave the item 8.1 percent "excel-
lent," 33.8 percent "good," 32.4 percent "average," 9.5 percent
"fair," and 16.2 percent "poor" ratings.
Student teaching.--In their evaluation of the experiences
they had had during student teaching, both groups considered the
"assistance provided by their supervisors" and "student teaching in
the secondary school" to be "excellent" to "good," as shown in
Table 4.39. In addition, only the graduates who were teaching solely
in their major field evaluated "student teaching in the intermediate
school" as "excellent" to "good," with 33.6 percent "excellent,"
133
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134
47.9 percent "good,'I 12.7 percent "average," 5.0 percent "fair,"
and .8 percent "poor" ratings.
Table 4.39.--Rankings of evaluations of student teaching by graduates
who were teaching only in their major field and those
who were not.
Yes N04
Level of _ -
Preparation Item (NR;A:) (285:)
1.0-2.0 29 3
(Excellent 30 2 1
to Good) 34 1 2
2.01-2.5 29 3
(Good to 31 4 4
High Average) 32 5
33 6 5
2.51-4.0 32 5
(Average to
Less Than
Average)
Both groups ranked two student teaching experiences as "good"
to "high-average." These experiences were "supervision of student
teaching in the secondary school" and "cooperation from classroom
teachers."
Finally, only "the department's assignment to the secondary
school" was evaluated by graduates who were not teaching only in
their major as being below average. This item received the following
ratings: 20.3 percent "excellent," 31.1 percent "good," 25.7 percent
"average," 18.9 percent "fair," and 4.0 percent "poor."
135
In response to question 35, 72.2 percent of the graduates who
were teaching only in their major and 87.8 percent of those who were
teaching other subjects besides their major said they had taught one
class a week during student teaching. In addition, 6.7 percent of
the graduates who did teach only in their major had taught one class
every two weeks during student teaching.
Fifty-nine percent of the graduates who taught only in their
majors had been observed once a week during student teaching, whereas
35.3 percent of them had been observed once in more than two weeks.
At the same time, 60.8 percent of the graduates who taught other
subjects in addition to their majors had had one observation by their
supervising teachers each week during student teaching, whereas 33.8
percent of them had been observed only once in more than two weeks of
student teaching.
Question 37 dealtwith the adequacy of the number of obser-
vations in preparing effective teachers in their respective subjects.
Fifty-seven percent of the graduates who taught only in their major
and 64.7 percent of those who did not teach only in their major
believed there was no relationship between the number of observations
and the effectiveness of the teacher preparation.
Finally, most of the graduates in both groups thought there
was consistency between the professional courses in education and the
instruction of their student teaching supervisors; 64.7 percent of
the graduates who taught solely in their major field responded posi-
tively to this question, as did 44.6 percent of the graduates who did
not teach solely in their majors.
136
Professional courses in education.--Concerning specific edu-
cation courses, eight courses were highly evaluated ("very valuable"
to "valuable") by both groups of graduates (see Tables 4.40 and 4.41).
The courses were:
"Teaching methods (1)"
"Educational psychology (1)"
"Educational psychology (2)"
"Student teaching (in secondary school)"
"Teaching methods (2)"
"Student teaching (in intermediate school)"
"Mental hygiene"
"Audiovisual"
CDNOSU'I-thfl
Graduates who were teaching only in their majors evaluated
just the “health education" course as "very valuable" to "valuable";
their ratings were: 18.4 percent "very valuable," 38.8 percent
"valuable," 20.4 percent "uncertain," 20.4 percent â€of little value,"
and 2.0 percent "of no value."
On the other hand, graduates in both groups considered three
education courses to be below average. These courses were:
1. "Foundations of education"
2. "Curriculum"
3. "Development of educational thought"
In addition, only the graduates who did not teach solely in
their major fields evaluated "educational sociology" as less than
average in terms of preparation, with 8.1 percent "very valuable,"
43.2 percent "valuable," 32.4 percent "uncertain," 10.8 percent "of
little value," and 5.4 percent "of no value" ratings.
137
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ez NN>
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138
Table 4.41.--Rankings of education courses by graduates who were
teaching only in their major field and those who
were not.
Yes No
Level of
. Item (N=ll9) (N=74)
Preparation Rank Rank
1.0-2.0 40 3 1
(Very Valuable 41 8 8
to Valuable) 42 1 2
44 7 5
46 2 4
47 4 6
48 5 3
50 9
51 6 7
2.01-2.5 49 10
(Valuable to 50 9
Uncertain)
2.51-4.0 39 12 12
(Uncertain 43 ll 11
to Of Little 45 13 13
Va1ue) 49 10
Summary.--Tables 4.36 and 4.37 showed that both groups of
graduates ranked their preparation in two teaching skills as "excel-
lent†to "good." In addition, both groups rated their preparation in
"motivating uninterested pupils" and "creating interest in the exist-
ing subjects" as "good" to "high-average." All five teaching skills
that were evaluated below average in terms of preparation were ranked
the same by both groups. "Using library resources" was ranked below
average only by graduates who were teaching solely in their majors.
Regarding student teaching experiences, both groups of
graduates ranked "the supervision of student teaching in the secondary
139
school" the same (fourth); other experiences were ranked differently
by the two groups.
Both respondent groups evaluated their preparation in eight
education courses as "very valuable" to "valuable"; only the "audio-
visual" course was ranked the same (eighth) by both groups. On the
other hand, both groups evaluated their preparation in three education
courses as below average, with the same rankings given by both groups.
Hypothesis IV (the graduates who are teaching only in their
field of specialization will respond differently from those who are
not, regarding their preparation) was judged to be supported by the
data and was accepted as true.
Research Question 3
It was asked: "What recommendations do the 1976 education
graduates have regarding the proposed change in the teacher educa-
tion program?"
Discussion of the findings for Research Question 3 is pre-
sented in Chapter V, Conclusions and Recommendations.
Summary of Findings
Chapter IV contained a presentation of the data gleaned from
respondents' answers to questionnaire items. The chapter was divided
into two sections: (1) a description of the population, based on an
analysis of responses to nine general information questions asked
at the beginning of the questionnaire; and (2) a presentation of data
in response to two research questions posed by the investigator.
140
Each research question was stated and findings in three areas
of interest (teaching skills, student teaching, and education courses)
were presented. The first question dealt with the responses of all
1976 education graduates concerning their preparation by TPPKU. The
second research question was asked to determine whether the graduates'
evaluations had been affected by the following four variables:
1. Sex
2. Teaching level
3. Academic majors besides education
4. Teaching or not teaching solely in one's major field
In relation to the preceding variables, four research hypothe-
ses were tested to determine if there was a difference between the
responses of the subgroups on each variable (e.g., between males and
females in evaluations of teaching skills, student teaching, and edu-
cation courses).
In summarizing the findings presented in Chapter IV in answer
to Research Question 2 (Research Hypotheses I-IV), a brief discussion
of the findings is presented in the following sections, categorized
by the three main areas of interest: teaching skills, student teach-
ing, and education courses.
Teaching Skills
In their evaluations of preparation in 19 teaching skills,
males responded differently than did females. Only two skills were
ranked the same by both sexes, as shown in Table 4.11.
141
Graduates who held teaching jobs at different teaching levels
(kindergarten, elementary, intermediate, and secondary) ranked their
preparation in specific teaching skills differently, as shown in
Table 4.17. The only exception was "dealing with different departments
in the Ministry of Education," which all graduates, regardless of teach-
ing level, ranked the same.
Also, the 1976 graduates with majors other than education
(Arabic language, English language, social sciences, and science)
ranked differently their preparation in specific teaching skills, as
shown in Table 4.27. "Constructing an appropriate lesson plan" was
the only skill ranked the same (first) by all graduates, regardless
of major.
Finally, ten teaching skills were ranked the same by the
graduates who were teaching only in their majors and those who were
not. In contrast, the two groups ranked nine skills differently, as
shown in Table 4.37.
Student Teaching
Of six student teaching experiences evaluated by male and
female graduates, two were ranked the same and the others were ranked
differently (Tables 4.12 and 4.13).
The 1976 graduates who were teaching at four educational
levels ranked the student teaching experiences differently, as shown
in Tables 4.18 and 4.19.
No one student teaching experience was ranked the same by
the 1976 graduates in majors besides education (Arabic language,
142
English language, social sciences, and science). On the other hand,
two of the four groups ranked five student teaching experiences the
same (see Tables 4.28 and 4.29).
Finally, only "supervision of student teaching in the secon-
dary school" was ranked the same (fourth) by the graduates who were
teaching only in their majors and those who were not. Other experi-
ences in student teaching were ranked differently by both groups
(Tables 4.38 and 4.39).
Professional Courses in Education
In their evaluations of the 11 required and 2 elective courses
in education, male and female graduates ranked all but one course dif-
ferently; both sexes ranked "teaching methods (1)" number one (Table
4.11).
Only three education courses were ranked the same by 1976
graduates who were teaching at different levels (Table 4.25). They
rated their preparation in these courses as below average in value.
On the other ten courses their rankings differed.
No one course in education was ranked the same by all gradu—
ates in majors other than education (Arabic language, English language,
social sciences, and science), as shown in Table 4.34.
Finally, Table 4.41 shows that, with the exception of four
courses, there were differences in the rankings of education courses
by graduates who taught only in their majors and those who did not.
Both groups of graduates agreed on the rankings of their preparation
143
in the "audiovisual" course as "excellent" to "good,“ and rated their
preparation in "foundations of education," "curriculum," and "develop-
ment of educational thought" as "below average" or "of little value."
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of: (l) conclusions that were reached
by the investigator as a result of conducting this study, (2) recom-
mendations for improving the teacher preparation program at Kuwait
University (TPPKU), and (3) suggestions for future studies.
Conclusions
1. All of the research hypotheses were supported by the
data, which indicated that there were differences, in general, in the
responses of 1976 graduates concerning the stated four hypotheses as
presented in Chapter IV.
2. The questionnaire as an instrument for the study served
the purpose for which it was developed.
3. The 1976 graduates in education from Kuwait University
were, in general, satisfied with TPPKU. The lowest—rating Skill
had a response mean of 3.077 on the five-point scale, and the lowest-
rated student teaching experience had a mean of 2.407 (Table 4.7).
All but two of the education courses drew mean responses better than
3.0, the mid-point of the scale (Table 4.9).
4. Foundations of Education and the Development of Educa-
tional Thought courses were rated by all graduates as of little or
144
145
no value in their preparation. The same rating was given by male and
female graduates, graduates in four levels of teaching, graduates in
four majors, and the graduates who were teaching in their majors or
not. The investigator concluded that the 1976 graduates felt they
had been ineffectively prepared by these two courses to perform their
function as teachers. Moreover, these findings support other research
reported in Chapter II (Review of Related Literature) concerning the
universal dislike of these courses by prospective teachers.
5. Student teaching was rated as very valuable to valuable
by all graduates of 1976 in education. In addition, males and
females, graduates in four levels of teaching, graduates in four
majors, and graduates who were teaching only in their majors as well
as those who were not, rated student teaching courses as very valuable
to valuable in their preparation as teachers. This finding gives
additional evidence of the universal preference of student teaching
by education graduates in the literature reviewed in Chapter II.
6. The graduates believed that the number of observations
provided was inadequate for preparing effective teachers in their
majors and that the student teaching period should be lengthened.
Recommendations for ImprovingiTPPKU
This section consists of graduates' responses to recommenda-
tions proposed by the investigator, additional recommendations to
educational planners who have been involved in teacher preparation at
the university level, and proposals for further studies.
146
The investigator stated the following research question to
solicit the 1976 graduates' agreement or suggested proposals for
improving TPPKU.
Research Question 3: "What recommendations do the 1976 education
graduates have regarding the proposed change in the teacher preparation
program?"
Based on the findings reported in Table 5.1, the graduates'
responses were divided into two groups. The recommendations strongly
supported by the graduates with more than 50 percent of the responses
in the strongly agree and mostly agree columns, in order from highest
to lowest, are:
1. Having more classroom observations by the supervising
teacher in the first student teaching period (in the intermediate
schools).
2. Having a written evaluation after every observation of
student teaching.
3. Constructing teaching methods courses around expected
field problems in schools.
4. Selecting schools for students in the residential dis-
tricts where prospective teachers live.
5. Setting up teacher preparation programs for elementary,
intermediate, and secondary levels.
6. Having a semester of full-time student teaching in
schools, including seminars on related student teaching problems.
7. Placing more emphasis on the practical than the theoreti-
cal portion in the teacher preparation program.
147
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150
8. Setting a weekly seminar for students of each major in
student teaching to discuss relevant issues.
9. Setting up in-service education by the same supervising
teachers and methods instructors on campus to help the beginning
teachers.
l0. Inviting school principals and classroom teachers to give
orientations to student teachers assigned to their schools.
On the other hand, two proposed recommendations for improving
TPPKU were not supported by 1976 graduates. They were:
1. Supervision is to be done by the classroom teacher instead
of the supervisor assigned by the University Department of Education.
2. Retention of the present teacher preparation program that
I have had without change.
The 1976 graduates' responses to "conducting mini-teaching
(4—5 students, 10 minutes long) prior to student teaching" were dis-
tributed between strongly recommended, which received 36.7 percent;
not recommended, which received 33.l percent; and partially agree,
with 30.3 percent, as shown in Table 5.1. Educators at Kuwait Univer-
sity and the Ministry of Education overwhelmingly supported this pro-
posal when interviewed. Their recommendations were made on the basis
of previous experience they had had with mini-teaching at the teacher
training institute, especially the decision makers in the Ministry of
Education. They assume the introduction of mini-teaching in TPPKU
will be successful as it has been in the teacher training institute.
In regard to the last open-ended question (no. 65 in the
questionnaire), "What other suggestions in addition to the above
151
would you like to make in order to improve the present teacher
preparation program at Kuwait University?“ three spaces were provided
to add more suggestions. Thirty—one out of 221 graduates responded
to this question.
As shown in Table 5.2, the additional suggestions were more
substantially related to student teaching experience than anything
else in the TPPKU.
Recommendations for Decision
Makers at TPPKU '_
The Department of Education.--
l. An introductory course in educational administration
should be provided as an elective course in TPPKU.
2. Teacher educators should put more emphasis on the following
teaching skills: dealing with pupils' parents, utilizing community
resources, and using library resources in their instruction.
3. The Department of Education should maintain contact with
education graduates. This contact could be by consulting the beginning
teachers in the problems they face, a monthly newsletter, or having
lectures in education in order to keep the graduates updated with new
trends in education.
4. Degrees in teaching social studies and science should
replace the present system, especially for education majors who do not
teach only their majors.
5. The assignment of prospective teachers in the full-time
student teaching period ought to be in the same education level that
152
Table 5.2.--Additional suggestions by the graduates to improve TPPKU.
Suggestion
Number of Graduates
Suggesting Item
10.
ll.
12.
I3.
More than one source of evaluation in
student teaching.
More freedom should be given to prospec-
tive teachers to use teaching methods in
student teaching experience.
The department of education should be
more careful in selecting supervising
teachers from the Ministry of Education
(subject matter supervisors).
Establishing centers for the graduates
in education to discuss their problems.
The supervising teachers should have the
same majors as the prospective teachers.
There should be coordination between
available jobs in teaching and teacher
preparation.
Student teaching should be only at the
intermediate level.
Provide training in school administration.
Only the University instructors should
be in charge of supervision in student
teaching.
More restrictions are needed for admitting
University students in TPPKU.
Increasing the number of education courses.
More emphasis should be given to educational
systems in other states in the Arabian Gulf.
Exchanging vistas with other countries in
order to get acquainted with their educa-
tional systems.
10
153
they will be appointed to as full-time teachers. This will save the
graduates time by retraining them, and will save the Ministry of Edu-
cation a lot of money.
The Student Teaching_0ffice.--
l. Supervising teachers should be selected from those who
had TPPKU and showed distinguished performance as teachers in their
schools. 0n the other hand, orientation and workshop methods should
be used for those supervising teachers who did not have TPPKU.
2. A handbook for stUdent teaching should be provided in
order to give the prospective teachers a clear picture of their rights
and responsibilities and to answer their questions regarding the stu-
dent teaching experience.
The Ministry of Education.--
l. An office for teachers' affairs should be established in
order to help the researchers in their studies that are related to
the teachers, since there is no specific department in charge of
locating the teachers' addresses and communicating with them.
2. To make in-service education more effective, motivations
should be considered in organizing any in-service education program.
3. In designing an in-service education program for teachers,
there should be a real need for this program. Also, there should be
many resources for evaluating this need--instead of relying only on
the academic supervisors' reports.
154
Recommendations for Further Studies
0n the basis of the experience and knowledge acquired by con-
ducting this study, these additional studies are recommended:
l. Similar follow-up studies in the future should attempt to
show the effectiveness of a teacher preparation program at Kuwait
University.
2. The evaluation of professional courses in education in
order to see if there is repetition in the content.
3. The evaluation of professional courses in education in
terms of whether or not they are actually providing the prospective
teachers with competencies that are needed in the schools to enable
them to function effectively.
4. A comprehensive examination of the competencies that are
needed by the teachers.
5. There is a need to study foundations of education,
development of education, and curriculum courses to discover the
reasons why these courses are not liked by the education graduates,
and to improve them.
6. There is a need for an extensive study of the motives
behind the teacher drop-out rate from the teaching profession.
APPENDICES
I55
APPENDIX A
THE UNIVERSITY COUNCIL RESOLUTION TO CONSTITUTE A
COMMITTEE FOR THE COLLEGE OF EDUCATION PROJECT
156
APPENDIX A
THE UNIVERSITY COUNCIL RESOLUTION TO CONSTITUTE A
COMMITTEE FOR THE COLLEGE OF EDUCATION PROJECT
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157
APPENDIX B
QUESTIONNAIRE
158
Dear Graduate:
APPENDIX B
QUESTIONNAIRE
This questionnaires is an instrument for a doctoral
dissertation that is entitled, "A Study of the Effectiveness of the
Teacher Preparation Program at Kuwait University Based on the Follow-
up of the 1976 Graduates."
II.
III.
IV.
It consists of the following five parts:
General Information
Teaching Skills
Student Teaching
Professional Courses in Education
Recommendations
Your carefully considered responses to the questions will assist
in the accurate and clear formulation of the conclusions of this
research. I gratefully solicit your cooperation toward that end.
The Researcher,
Abdul Rahman A1-Ahmad
159
160
'GENERAL INFORMATION
DIRECTIONS: Please answer the following questions by placing a check
markTTJ) on the line before the correct statement. Choose only one
answer for each question.
1. What is your sex?
_____ (1) Male
_____ (2) Female
2. Are you working as a full-time teacher?
_____ (l) Yes
_____(2) No
3. If you are not working as a full-time teacher, check the one
statement which best describes the reason for not being in the
teaching profession.
(l) A teaching job was not available in the geographical
area where I had hoped to be assigned.
(2) After graduation I was convinced that I was not
adequately prepared for the teaching profession.
(3) I was offered a job outside education which carried
greater benefits and priveleges than a teaching job.
(4) Specify if you have any reason other than those listed
above.
DIRECTIONS: If you are not working presently as a teacher, please
do not answer items 4, 5, 7, 8, 9, and 34.
4. Do you work in a Day School ( ), or in an Evening School ( )?
5. At what level are you teaching now?
(l) Kindergarten (3) Intermediate
(2) Elementary (4) Secondary
161
Other than education, what is your academic major?
(1) Arabic language
(2) English language
(3) Geography
â€
(4) History
(5) Sociology
(6) Social Work
(7) Psychology
_____ (8) Philosophy
_____(9) Chemistry
____ (lO) Biology
____(ll) Geology
____(12) Mathematics
____(13) Physics
____ (l4) Specify any other major
Do you only teach in your field of specialization?
(1) Yes
(2) No
If your answer to question 7 is NO, what subject/subjects other
than your major do you teach?
(l)
(2)
(3)
Are you involved in any administrative duties in addition to
teaching?
_____ (1) YES _____ (2) No
‘JI‘lil.
163
4.}
C
Q) d)
F' U"
'6 “O E S- S.
U 0 (D â€- O
X 0 > «3 0
Lu 05 < u. 0.
24. Utilizing the community resources 1 2 3 4 5
effectively.
25. Acquiring research skills in one's major I 2 3 4 5
field and familarizing oneself with
contemporary development. 1 2 3 4 5
26. Using a wide range of library resources. l 2 3 4 5
27. Constructing an appropriate lesson plan. l 2 3 4 5
28. Exploring and meeting the actual needs
of the students. I 2 3 4 5
II. STUDENT TEACHING
DIRECTIONS: Please answer the following questions concerning the
student teaching you have had as part of your preparation for the
teaching profession. Please circle the number that best describes
your evaluation of each area.
4.»
2
Q) Q!
r- U)
r- CU
cu U S— L L
U C a) 'P O
x O > to 0
Lu (9 < u. D.
\\ 29 What is your evaluation of the student
teaching experience in the intermediate
school? 1 2 3 4 5
“ 30. How do you evaluate your student teaching
experience in the secondary school? I 2 3 4 5
\\\ 3l How do you evaluate the supervision of
the student teaching experience that you
have had in the secondary school? l 2 3 4 S
i
9|: 0. diliéliv
‘4
164
Excellent
Average
Good
Fair
Poor
32.
33.
34.
35.
36.
37.
38.
How do you evaluate the department's
assignment of you to a secondary
school for student teaching in
terms of convenience? l 2 3 4
How do you evaluate the classroom
teacher's c00peration with you during
your student teaching period in the
secondary school? 1 2 3 4
How effective was the assistance
provided by your student teaching
supervisor in your present job? 1 2 3 4
How many classes did you teach during your weekly student
teaching in the secondary school?
____ (1) One class a week.
.____ (2) Two classes a week.
_____(3) Three classes a week.
_____ (4) Four classes a week.
_____(5) Five classes a week.
_____ (6) More than five classes a week.
.____ (7) One class in every two weeks.
How many times, in general, did your supervisor observe your
teaching during the weekly student teaching?
(1) One time. (2) Two times.
(3) Three times. (4) Four times.
(5) More than four times. (5) Once in more than
two weeks.
Do you think the number of observations were adequate for pre-
paring an effective teacher in your subject area?
(1) Yes (2) No
Do you think that there is a consistency between what you have
learned in the professional courses in education and in the
instructions of the supervisor of student teaching?
_____(l) Yes _____(2) No _____(3) Undecided
165
III. PROFESSIONAL COURSES IN EDUCATION
DIRECTIONS: Please indicate your opinion of the following professional
courses in education that you have had at Kuwait University concerning
their value in preparing you for your teaching job. Please circle the
number that best describes your opinion. _
C OJ
C) a) w- r—
l— r— 0U H
.O .D «H «H
:,e s a :2 es
0'; '3 g 4-7; 9-7;
>> > 3 O> O>
39. Foundations of Education 1 2 3 4 5
40. Educational Psychology (l) l 2 3 4 5
4l. Audio-Visual l 2 3 4 5
42. Teaching Methods (l) l 2 3 4 5
43. Curriculum 1 2 3 4 5
44. Student Teaching (in the l 2 3 4 5
intermediate school)
45. Development of Educational 1 2 3 4 5
Thought
46. Educational Psychology (2) l 2 3 4 5
47. Teaching Methods (2) l 2 3 4 5
48. Student Teaching (in the l 2 3 4 5
secondary school)
49. Educational Sociology l 2 3 4 5
50. Health Education l 2 3 4 5
51. Mental Hygiene 1 2 3 4 5
DIRECTIONS:
166
- IV. RECOMMENDATIONS
As you consider future improvement in the teacher
preparation program at Kuwait University, how would you respond to
the following proposals?
describes your agreement.
Please circle the number that best
Absolutely
Agree
Mostly
Agree
Partially
Agree
Mostly
Disagree
Absolutely
Disagree
52.
57.
'58.
Having more classroom observations
by the supervising teacher in the
first student teaching period (in
intermediate schools).
Having a semester of full-time
student teaching in schools that
would include seminars on
related student teaching
problems.
Selecting schools for student
teaching in the residential
districts where the prospective
teachers live.
Setting up a weekly seminar for
students of each major in
student teaching to discuss
relevant issues.
Conducting mini-teaching (4-5
students, 10 minutes long) prior
to student teaching.
Setting up in-service education
by the same supervising teachers
and methods instructors on
campus to help the beginning
teachers.
Retaining of the present teacher
preparation program without any
change.
167
Absolutely
Agree
Mostly
Agree
Partially
Agree
Mostly
Disgree
Absolutely
Disagree
62.
\ 63.
65.
Placing more emphasis on the
practical approach rather than
theoretical approach in the
teacher preparation program.
Inviting school principals and
classroom teachers to give
orientation to student teachers
who are assigned to their school
Constructing teaching methods,
courses around expected field
problems in the school.
Setting up teacher preparation
programs for elementary, inter-
mediate, and secondary levels.
Having a written evaluation
after every observation of
student teaching.
Assigning supervision to the
classroom teacher instead of the
college supervisor by the Univer-
sity Department of Education.
What other suggestions, in addition to the above, would you
1
2
3
4
like to make in order to improve the present teacher prepara-
tion program at Kuwait University?
(1)
(2)
(3)
APPENDIX C
LETTER OF VERIFICATION OF THE READABILITY
AND UNDERSTANDABILITY OF THE ARABIC
VERSION OF THE QUESTIONNAIRE
168
APPENDIX C
LETTER OF VERIFICATION OF THE READABILITY
AND UNDERSTANDABILITY OF THE ARABIC
VERSION OF THE QUESTIONNAIRE
«!?uâ€a')‘a‘re
KUV'AIT UNIVERSITY
College of Arts a: Education
4119'“ N—Nu' 1’:
K—A. ‘Jb‘.’ “flu-S" i—J‘ Y
Department of Education 'fagA ’3‘, u-CP- :ï¬f<“
KUWAIT P. O. Box No. 23558
2,351) (g—J
N03 : I;
I)an‘: March 30. 1978 ‘CS’5
To whom it may concern
We hereby certify that Mr. Abdul Rahman Ahmad Al-Ahmad has
translated into Arabic language the English version of the questionnaire
used as a tool in his research for his Ph.D. dissertation entitled
"A Study of the Effectiveness of the Teacher Preparation Program at
Kuwait University Based on the Follow up of 1976 Graduates".
We hereby verify that the translation is honest, accurate and
valid.
It gives us great pleasure to state that during the period he
spent among us in Kuwait from December 1977 to the end of March 1978
collecting his data for the dissertation he made tremendous effort to
accomplish his objectives that he came for. He are looking forward to
benefit from his findings and to have him as a colleague.
He do wish him the best of luck.
€9.84»; Mil/6‘ .7276 WUMJ’“ 7~ M
Prof. Fat El-Dib, Prof. M.S. Mogawer, Prof. Fikri H. Rayyan,
Professor of Education. Professor of Education, Professor of Education,
Kuwait University. Kuwait University. Kuwait University.
OL'F. swab
Prof. Ali F. Shaltout,
Professor of Education,
Kuwait University.
(Former Dean of College of Education,
Alexandria University, Rep. of Egypt)
APPENDIX D
ARABIC VERSION OF THE QUESTIONNAIRE
170
APPENDIX D
ARABIC VERSION OF THE QUESTIONNAIRE
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APPENDIX E
CORRESPONDENCE
189
APPENDIX E
CORRESPONDENCE
Official Letters in Arabic:
1. From the Chairman of the Department of Education to the Dean of
the College of Arts and Education, Kuwait University.
2. From the Dean of the College of Arts and Education to the General
Secretary of Kuwait University.
3. From the General Secretary of Kuwait University to the Under-
secretary of the Ministry of Education, Kuwait.
4. From the Director of the Department of Kindergarten, Kuwait, to
the principals of the kindergarten schools to permit me to meet
with the teachers at the schools.
5. From the Director of the Department of Elementary Education,
Kuwait, to the principals of the elementary schools to permit
me to meet with the teachers at these schools.
6. From the Director of the Department of Intermediate Education,
Kuwait, to the principals and the assistant principals of the
schools to permit me to meet with the teachers at the schools.
7. From the Director of the Department of Secondary Education,
Kuwait, to the principals and the assistant principals to permit
me to meet with the teachers at the schools.
190
191
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BIBLIOGRAPHY
198
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