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Majgfirofessor Date HELL—1.9.3; MS U i: an Affirmative Action/Equal Opportunity Institution 0- 12771 .‘H KIND”: ! l‘”m.ml'ioll'?!"lyl vole Ayn-u: 133.... c 4...,“ I r ...'.‘.2.‘ swarm " .;ww . M- ““hvtf u...‘ G. .II P “A ' I'ITMfl’fu." a '- .u»liiilruucu-n.... ll...aonounllll'r| rv “‘,.. _ '_ ..‘,. ....‘ ..,.... ., r 4 , . . i., t. ""H ... . ' ' ', . .. .7 . c-u-v c-c -‘ 't ..v.-n-A - ... .\'.->u ..-.‘.- ..... -.:u-.... . u,..-.‘ . l“ a. >|"J I '3‘" 1-15! r" if: MSU EIIIZEI'ITEIZ‘ESCISt. LIBRARIES NZ'TT‘J‘; IRIS C‘sa.‘.‘_:l‘. TC‘I‘PI": m YL‘HY‘ rewind. IrlrI‘IirS WI II be charged if book is I ' returned fatter the Cafe (I ‘ "I ‘J. _,__‘__,__,,, , , ___-_.___.__._ W ; 5361“}?! Java , 1:89” ffl WIZIICI $2 WMQW‘I w 9 Wham“ “Tit/WI? I 11575 MWJF'flIf‘Io 7‘71” ' FEBllZOUI n 07 02 oz W -4»...— .—__ 4—; THE PROFESSIONAL DEVELOPMENT OF IN-SERVICE TEACHERS IN SAUDI ARABIA: .A STUDY OF THE PRACTICE AND NEEDS By Abdulrahim Mashni Al-Ghamdi A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1982 ,. .) C?Ir77« ABSTRACT THE PROFESSIONAL DEVELOPMENT OF IN-SERVICE TEACHERS IN SAUDI ARABIA: A STUDY OF THE PRACTICE AND NEEDS By Abdulrahim Mashni Al-Ghamdi Purpose This study examined some issues and practices surrounding the professional development of in-service teachers in Saudi Arabia. Specifically, the study attempted to identify the in-service train- ing needs of Saudi teachers in selected areas of teaching skills and competencies as perceived by school teachers, administrators, and supervisors. Procedure To determine the perceived in-service training needs of Saudi teachers, schools in Jeddah City school district were stratified by gender and by school level. Thirty-six elementary, intermediate, and secondary schools were randomly selected to comprise the sample. Responses used in this research were obtained from 373 teachers, 73 administrators, and 29 supervisors. The investigative instrument consists of 48 items representing varieties of teaching skills and competencies and focuses upon seven major categories: (l) developing pupil self-concept, (2) handling classroom problems; (3) planning Abdulrahim Mashni Al-Ghamdi instruction, (4) developing personal self, (5) individualized instruc- tion, (6) managing classroom instruction, and (7) evaluating and assessing achievements. Major Findings, In general, the Saudi teachers, administrators and super- visors--in the Jeddah City school district--indicated that teachers need in-service training in virtually all teaching skills and compe- tencies specified in this study. There was an affirmative agreement among role groups as to the ranking in importance of the seven categories. All respondents identified competencies related to pupil self-concepts as the great- est priority of needs, and they perceived the least needs in skills associated with individualized instructions. However, the three groups tended to differ slightly in their perceptions regarding the degree to which each cluster was needed. School administrators and supervisors, for instance, rated all com- petencies somewhat higher than did the teachers. While teachers and administrators perceived the greatest in-service needs in developing pupil self-concept, the supervisors considered the teacher's greatest needs in skills related to the teacher's personal development, followed by the area dealing with the teacher's abilities to evaluate and assess students' achievements. As their second greatest in- service training needs, teachers identified the area "managing class- room instruction" as the most important. The school administrators, on the other hand, appeared to be more concerned with competencies Abdulrahim Mashni Al-Ghamdi related to "planning instruction" which they regarded as the teach- ers' second greatest inservice training priority. Cepyright by Abdulrahim Mashni Al-Ghamdi 1982 DEDICATION This work is dedicated to the memory of my mother Mrs. Sharifa Daifalla Al-Ghamdi ii ACKNOWLEDGMENTS The writer wishes to take this Opportunity to express his gratitude to and acknowledges the assistance of many people who have contributed, in some way or another, to the preparation and completion of this project. First and foremost, the author extends sincere gratitude and appreciation to Dr. Henry Kennedy, the doctoral committee chairman and academic advisor, for his invaluable advise, encouragement, patience, and understanding. Deep gratitude is also extended to the other members of the committee: Dr. Jacqueline Caul, Dr. Louis Romano, and Dr. Ruth Useem for their willingness to serve in the committee and for their most appreciated support and guidance. The investigator would like to express his appreciation to all the teachers, administrators, and supervisors whose participation made this study possible and enjoyable. Also, special thanks must go out to those diligent peeple at Umm Al-Qura University, the Minis- try of Education and the General Directorates for boys' and girls' education in Jeddah City school district, for their valuable efforts and c00peration. Special debt of gratitude is extended to Mr. Khalil Elain, from the Office of Research Consultation at Michigan State University's College of Education for his assistance with the computer programming and with data analysis. The author's deepest gratitude is extended to his best friend, Or. Mohammad Hajar Al-Ghamdi, for his efforts, encouragement, and the long lasting friendship. Last, but not least, the writer expresses his appreciation and gratitude to his father, Mr. Mashni Al-Ghamdi, his wife, Sharifa, and his daughters, Shatha, Shaden, and Asma whose love, support, and inspiration made this goal attainable. iv TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . viii LIST OF FIGURES . . . . . . . . . . . . . . . xi Chapter I. INTRODUCTION AND BACKGROUND . . . . . . . . . l Saudi Education . . . . . . . . 2 Teacher Education in Saudi Arabia . . . . . . 9 Statement of the Problem . . . . . . . . . l6 Need for the Study . . . . . . . . . . . 19 Purpose of the Study . . . . . . . . . . 2l Questions . . . . . . . . . . . . . 2l Hypotheses . . . . . . . . . . . . . . 22 Assumptions . . . . . . . . . . . . . 23 Limitations . . . . . . . . . . . . . 24 Definition of Terms . . . . . . . . . . . 24 Organization of the Study . . . . . . . . 25 11. REVIEW OF THE LITERATURE . . . . . . . . . . 27 Introduction . . . 27 Definition, Purpose, and Importance of In- Service Education . . . . . . . . . 29 What Is .In- Service Education? . . . . . . 29 The Importance and Purpose of In- Service Education . . 3l In- Service Teacher Education--Teachers' Perceptions and Needs . . . . 37 Content of In- Service Programs and Delivery Mechanism . 45 The Professional Development of In- Service Teachers in Various Parts of the World. . . . . . . 5l Western Europe . . . . . . . . . . . . 52 Eastern Europe . . . . . . . . . . . . 54 Developing Countries . . . . . . . . 55 Needs Assessment-~A Brief Overview . . . . . . 55 Needs Assessment Procedure . . . . . . . . 60 Smmmy. . . . . . . . . . . . . . . 63 Chapter Page III. IN-SERVICE TRAINING IN SAUDI ARABIA . . . . . . 65 Introduction . . . . . . . . . . . 65 Policy and Objectives . . . . . . . . . . 66 Planning for ISE . . . . . . . . . . . . 59 ISE Programs . . . . . 71 The Compensatory Programs (1954 1965) . . . . 7I Remedial Programs (1966 to Present) . . . . 72 The Up- dating and Growth Programs (1972 to Present) . . . . . 74 Short- -Range Programs . . . . . . . . . . 75 Long- Range Programs . . . . . . . . . . 80 Program Evaluation . . . . . . . . . . . 8I Barriers to ISE . . . . . . . . . . . . 82 Summary . . . . . . . . . . . . . . . 83 IV. METHODS AND PROCEDURES . . . . . . . . . . 85 Population . . . . . . . . . . . . . . 85 Sample Selection . . . . . 87 Selection of Teachers and Administrators . . . 87 Selection of Supervisors . . . . . . . . 88 Instrumentation . . . . . . . . . . . . 88 Section One . . . . . . . . . . . . . 89 Section Two . . . . . . . . . . 89 Translation of the TNAS . . . . . . . . . 93 Pilot Testing of the Instrument . . . 94 Questionnaire Distribution and Data Collection . . 94 Distributing Questionnaire to Teachers and Admin- istrators . . . . 95 Distributing Questionnaire to Supervisors . . . 97 Descriptive Data . . . . . . . 99 Treatment and Analysis of the Data . . . . . . 99 V. PRESENTATION OF THE STUDY RESULTS . . . . . . . 101 Description of Respondents . . . . 102 Skills and Competencies Perceived Important for the Professional Development of In- Service Teacher . 108 Respondents' Perception of Needs . . . . . . . 109 Perception of Teachers . . . . . . . . . 114 Perception of Administrators . . . . . . . 116 Perception of Supervisors . . 118 Analyzing Respondents' Perceptions of Needs on the Seven Clusters . . . . . . . . . . . IZI Respondents' Perception . . . . . . . . . 124 Differences in Perception . . . . . . . . . 126 vi Chapter Page VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . 145 Summary of Major Findings . . . . . . . 149 Findings Regarding Demographic Data . . . . 149 Findings Regarding the Perceptions of Needs in All 48 Competencies . . 149 Findings Regarding Perception of Needs on the Seven Clusters . . 151 Findings Related to Differences in Perceptions . 155 Findings Related to In- Service Practices in . Saudi Arabia . . . . . . . . . . . 158 Conclusions . . . . . 160 Recommendations for Possible Implementation . . . 162 Recommendations for Further Research . . . . . 165 APPENDICES . . . . . . . . . . . . . . . . . 167 A. QUESTIONNAIRE . . . . . . . . . . . . . 168 B. FREQUENCY DISTRIBUTION TABLES . . . . . . . . 187 C. MEAN SCORES AND STANDARD DEVIATION TABLES . . . . 192 LIST OF REFERENCES . . . . . . . . . . . . . . 202 vii Table 1.1 0101010101 LIST OF TABLES Growth in the Number of Schools, Students, and Teach- ers in Saudi Arabia from 1954 to 1980 . . . Higher Education Institutions in Saudi Arabia, Includ- ing Dates of Establishment, Number of Colleges, and Student Enrollment . . . . . . . . . Number of Schools, Students, Saudi and Non-Saudi Teachers, and Percentage of Saudi Teachers in the Public School System of .Saudi Arabia during 1978- 1979 School Year . Types of Programs Executed During 1974-1975 . In-Service Programs Executed in the Summer of Academic Year 1974-75 . . . . . . . Types of Programs Planned for 1981-1982 School Year Total Population of Schools and of Saudi Native Teach- ers in Jeddah City School District . Number of Questionnaires Distributed to the Sample and Number of Completed Responses . . . . . Distribution by Sex . Distribution by Age . Distribution by Job Responsibilities Distribution by School Level and Type of Work Distribution According to Years of Experience in Teaching . . . . . . . . . . . Distribution According to Years of Experience in Administration and Supervision . . Distribution by Level of Education . Distribution by In-Service Experience . viii Page 10 77 78 79 86 98 102 103 103 104 105 106 107 108 Table 5.9 5.10 Order of Importance by Mean Ratings for all 48 State- ments . . . Items Making Up Each Cluster . Rank-order by Mean Ratings for the Seven Clusters According to Their Perceived Importance Average Mean Ratings for the Seven Clusters by Each Role Group . . . . . . Wilk's Multivariate Analysis of Variance of In-Service Needs Rating According to Job Position by School Level - Mean Ratings and Standard Deviations of Respondents, Grouped According to Their Job Position by School Level, for the Seven Clusters of Needs Wilk's Multivariate Analysis of Variance of In-Service Needs Ratings According to Gender Univariate F- Tests for Mean Ratin 5 According to Subjects' Gender with (1,471 O. F. I . Mean Ratings and Standard Deviation for Male and Female Respondents in Seven Clusters . Wilk's Multivariate Analysis of Variance of In- Service Needs Rating According to Job Position . Univariate F-tests for Mean Ratings According to the Effect of Respondents' Job Position with (2. 455) D. F. . . . Mean Ratings.and Standard Deviations Given by Respon- dents according to Their Job Positions . . Wilk's Multivariate Analysis of Variance of In-Service Needs Rating According to School Level . . . Univariate F-Tests for Mean Ratings According to the Effect of School Level, with (2,465) D.F. . . . Mean Ratings and Standard Deviations According to Respondents from Different Levels of School--Elemen- tary, Intermediate, and Secondary . . . ix Page 110 122 123 124 127 128 129 130 I30 132 132 133 134 135 135 Table 5.24 Wilk's Multivariate Analysis of Variance Tests for Ratings of In-service Needs According to the Effect of Subjects' Educational Level Mean Ratings and Standard Deviations of Responses by Educational Level . . . . . . . . Wilk's Multivariate Analysis of Variance Tests for In-Service Needs Ratings by Teachers' Year of Experience in Teaching . . . . . . . Mean Ratings of Perceived Needs in the Seven Clusters by Teachers' Years of Experience . . . . Wilk' s Multivariate Analysis of Variance Tests for In-Service Education Needs Ratings by Subjects' Years of Experience in Administration . . . . Mean Ratings of Perceived Needs in the Seven Clusters by Administrators' Years of Experience . . Wilk' s Multivariate Analysis of Variance Tests for In- Service Education Needs Ratings by Subjects' Years of Experience in Supervision . . . Mean Ratings of Perceived Needs in the Seven Clusters by Supervisors' Years of Experience . Wilk's Multivariate Analysis of Variance Tests for In-Service Needs Ratings According to Respondents' Past Experience with In-Service . . . Mean Rating of Perceived Needs in the Seven Clusters According to Subjects' Experience with In-Service Education . . . . . . . . . . . Observed Frequency Distributions Regarding Percieved In-Service Needs of Teachers for the Forty-Eight Teaching Competencies . . . . . . Mean Scores and Standard Deivations for all Forty- Eight Competencies by Teachers in each School Level Mean Scores and Standard Deviations for all Forty- Eight Competencies by School Administrators in Each School Level . . . . . . . . . . . Mean Scores and Standard Deviations for all Forty- Eight Competencies by School Supervisors in Each School Level . . . . . . . . . Page 136 137 138 139 140 141 141 142 143 144 188 193 196 199 LIST OF FIGURES Figure Page 3.1 Organizational Chart of the Ministry of Education Showing the General Directorate for Teacher Educa- tion and Training . . . . . . . . . . . . . 68 3.2 Up-Dating and Growth Programs . . . . . . . . . 76 xi CHAPTER I INTRODUCTION AND BACKGROUND Professional development for practicing teachers is a very important process by which teachers' skills and knowledge could be enhanced. It has been recognized, however, by many educators that the most effective and beneficial in-service activities are those origi- nating from the real needs of teachers to be served. This study is an attempt to identify the needs of Saudi teachers for in-service teacher education activities in the school system of Saudi Arabia. This is a crucial issue in a society which is developing rapidly and in great need for well-qualified personnel, especially in the fields of learning and instruction. As Judith Christensen (1981, p. 81) said: "In any rapidly changing society, the schools are often asked to be a vehicle for assimilating and transmitting changes. Therefore, to help teachers respond to the demands on schools, it is important to examine what teachers' needs are." In the recent past, the process of change has led to a worldwide revolution of development in many countries. Saudi Arabia which was, prior to 1920 A.D., isolated almost totally from the rest of the world, is no exception. After the tribal society was unified by Adulaziz Ibn-Saud, the Kingdom of Saudi Arabia came into existefiEe/ as a unified, sovereign state in 1932. The struggle to enter the twentieth century began when Saudi Arabia came into contact with the rest of the world in 1933, the year which marked its discovery of oil. The wheels of modernization and change started to roll imme- diately when revenues from oil began to pour into the treasury of the newly formed nation. Although governed by its traditional and very rigid, conserva- tive principles, and resistant to change, the country found that western technology brought in by oil interests made social, cultural, and economic changes unavoidable. David Long remarks on this conflict in the following citation: In Saudi Arabia, a traditional conservative Islamic society has suddenly been confronted with the full force of twentieth century western technology and thought (Long, 1976, p. 12). For Saudi Arabia, therefore, the question was not how to resist--even though there were some who advocated such an approach-- but rather where to start working with change and how to indentify the institution which would carry the responsibility for meeting the challenge. Saudi Education The Kingdom of Saudi Arabia (1974, p. 10, Article #28) recog- nized that education was the process which had the most potential ability "to develop the society economically, socially, and cultur- ally, and to prepare the individual to become a useful member in the building of his community." Ghamdi (1977, p. l) emphasized the importance of education in developing countries and its p0pu1arity as an agent of change. In Saudi Arabia, he maintained that: Education is one of the major factors contributing to the change that has already taken place in Saudi Arabia. In fact, it is considered to be the most powerful tool in making the achievement of individual and social goals a reality of modern times. For Saudi Arabia, as well as for all of the Third World, education is an essential factor in social progress and a prerequisite for the development of modern societies, it is the most profitable of social invest- ments. Before 1926 when the General Directorate for Education was founded, formal schooling did not exist in Saudi Arabia, except in the cities of'Makkah,Jeddah, and Medina in the western region, where some private elementary and secondary education was offered by Hijazi 1 merchants. As Lipsky pointed out: Until twenty-five years ago, formal education in Saudi Arabia was entirely in the Islamic tradition of religious and classi- cal learning, and was available only to a tiny segment of the country's youth. Public education was nonexistent until the 1930's when, with Egyptian advice and personnel, a small government school system was established (Lipsky, 1959, p. 227 . The first educational program was introduced in the year 1928. By the year 1952, the number of schools all over the Kingdom reached 206 (Hassan, 1979, p. 16). One of the major and significant developments in the his- tory of education in Saudi Arabia came about in 1953 with the 1"Hijazi" refers to the western region, consisting of Makkah Jeddah, and Medina. Those cities were in contact with the Moslem world ever since Islam was established irI 622 A.D. Jeddah was the port of entry and Medina has the prophet's mosque. The Islamic faith requires that every able Moslem should visit the Holy Land (Makkah) onaipilgrimage at least once in his/her lifetime. establishment of the Ministry of Education (MOE). Upon its founda- tion, the MOE's emphasis was placed on elementary and secondary education, and because of the need of the government for more quali- fied personnel to run its daily operations, scholarships were granted to these who wanted to pursue higher degrees in the neighboring Arab countries, such as Egypt and Lebanon, where higher education was provided. In Saudi Arabia the first modern secular institution of higher learning was established in Riyadh, the capital city, in 1957. It was named King Saud University after the monarch who ruled the country from 1953 to 1962. Now there are all levels of education from kindergartens to universities, offering almost all types and kinds of studies. Even doctoral studies are now available in some disciplines. As shown in Table 1.1, the quantitative growth of education in Saudi Arabia has been tremendous. The number of schools increased from 460 in 1954 to 6,536 in 1976. 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