جامعة المنوفية - search.shamaa.orgsearch.shamaa.org/PDF/7155/14GESTEN7186Y2007.pdf ·...
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Transcript of جامعة المنوفية - search.shamaa.orgsearch.shamaa.org/PDF/7155/14GESTEN7186Y2007.pdf ·...
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50025
Faure, 1972; xxvi
الصفحات أو األرقام التالوة، فإنها تشري إىل رقم الصفحة أو أما الرقم ،يشري الرقم األول بني القوسني إىل العام الذى مت فوه نشر املرجع*
.التى مت االقتباس منها
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Delores et al., (1996
5002
Pigozzi, (2004
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50025
Total Quality Management
5002020
Accreditation
Coleman et al6991
Gauthier and Ndebele, (2004: 2-4)
(Wang, Haertel and Walberg, 1994620
Dembélé and Miaroll, (2003)
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Wright, Horn and Sanders, 1997
Babu and Mendro, 2003; Rivkin, Hanushek and Kain, 2002:3
6
5α =0.05
6
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5
2
0
6Quality
Hazier & Render (2001)
ExplicitImplicit
West-B, John (1997)
5
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5002020
500550
“TQM a never-ending process”
“Focus on Customer”
“Leadership”
“People Involvement”
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“Continuous Improvement”
“Autonomy”
5002575
50026992NCHESWB
(2001)50025002
-
-
-
-
-
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-
-
-
-
-
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West, (1997)
6 philosophy
5 Processes and Tools
2 Continuous Improvement
0 All the Employees
2 Satisfy and Delight Customers
6999Clair (1997)
6
5
2
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0
2
6
6995
5002
5Pharos Project
2STEPS
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0
FLDP
2SATD
1FERP
5002582
Creats, Maintains Learning Climats
Designs, Plans-Instruction
Knowledge of Content
Professional Development (Professionalism
Professional of Ethics
Evaluation Teaching & Learning
Benchmarking
NCATE, 2001
Rubrics
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Kansas, 2001
Standards of Standards
Collins, 1998
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5002076
5002070
Colorado
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Individualization
(Songer, 2002
Kentucky
Leib, 2002
Virginia
Glossary of NCATE Terms. NCATE (2001)
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6α= 0.05
5α= 0.05
675
20
6
6
62
160
60
52
72
58
08
675
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0 81
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52186261695557592025
00050826
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675SPSS
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6
5
2
0
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9
60
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5.22
6.27
5.86
6.10
6.19
5.28
5.27
5.27
5.11
5.70
0.7
0.1
0.2
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0.7
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6.12
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6.70
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5.27
5.67
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5.25
0.7
0.7
0.1
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0.7
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55.25
5.52
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●2
605.865.27
5.86
5.27
295.28
6.10
5.28
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60
6.27
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5.17
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2605.266.20
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0
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6755 206
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66
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66
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5.17
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5.21
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66
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0.8
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57.50
5.07
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51.86
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675.715.20
5.71
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8605.005.06
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5.06
66
6.02
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5 70
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1665.006.17
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6755 206
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60
66
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0
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8
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66
6
60
5.22
5.10
5.27
5.10
5.17
5.59
5.10
5.51
6.51
5 18
6.01
0.7
0.1
0.1
0.1
0.1
0.7
0.1
0.7
0.2
0.2
0.1
8
2
0
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6
9
1
7
66
5
60
5.22
5.00
5.20
5.20
5.29
5.67
5.06
5.29
6.08
5.20
6.71
0.8
0.7
0.1
0.1
0.7
0.7
0.7
0.7
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52.22
5.25
5.8
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52.66
5.58
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7
675.185.22
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5.18
5.22
89
5.595.51
60
66
6.016.51
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1
605.295.20
5.29
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2605.006.71
5.00
6.71
66
6.08
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1
6
5
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0
2
1
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8
9
60
66
65
62
60
62
61
67
68
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50
56
55
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66
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1
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56
67
9
62
2
0
55
50
8
5
61
69
7
65
62
5.01
5.50
5.06
5.00
5.72
5.09
5.10
6.12
5
5.07
5.06
5.25
5.27
6.07
6.77
5.08
5.19
5.21
5.65
5.08
5.02
5.00
0.7
0.8
0.7
0.7
0.2
0.7
0.1
0.1
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0.7
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62
69
9
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56
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65
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50
66
5
60
67
61
2
60
5.22
6.92
5.00
5.22
5.08
5.21
5.12
6.17
5.05
5.06
5.25
5.08
5.08
6.12
6.82
5.06
5.27
5.22
5.50
5.20
5.20
5.02
0.8
0.8
0.8
0.8
0.7
0.1
0.1
0.1
0.1
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0.2
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0.1
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0.7
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26.2
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5.72
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1565.096.12
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6.07
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1555.086.12
5.08
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7
6755 206
6
5
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5
5.52
5.07
5.25
5.20
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6
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5.50
5.00
5.58
5.20
0.2
0.2
0.2
0.2
5.220.55.260.5
7
5.225.26
5.075.00
0.02α
T-test
9 8
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8T-test
20
52
52
52
52
52
5.50
5.29
5.52
5.57
5.57
2
2
2
2
5
0.066
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0.720
55
55
55
55
55
0.99
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0.21
0.12
0
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5.00
5.58
5.20
5.26
2
72
72
72
72
72
5.57
5.09
5.20
5.21
5.27
5
2
5
2
5
5.070
6.287
5.021
6.987
5.205
75
75
75
75
75
0.05
0.65
0.00
0.02
0
5.50
5.00
5.58
5.20
5.26
160
58
58
58
58
58
5.52
5.08
5.20
5.28
5.21
5
2
2
2
5
0.022
0.116
6.628
6.178
6.208
57
57
57
57
57
0.12
0.26
0.51
0.60
0.69
5
5.00
5.58
5.20
5.26
60
08
08
08
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5.51
5.09
5.25
5.25
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5
5
2
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5.066
6.228
6.626
0.702
6.066
07
07
07
07
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0.02
0.62
0.51
0.01
0.61
5.50
5.00
5.58
5.20
5.26
8
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●
0.0660.751
0.9220.012
0.02α
0.7200.02α
●
5.0706.287
0.02α
0.02α
5.205
0.02α
●
0.022
0.1166.6286.178
0.02α
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6.2080.02α
●
5.0666.2286.6260.702
0.02α
6.066
0.02α
9T-test
5.52
5.07
5.25
5.20
5.50
5.00
5.58
5.20
5.768
6.172
6.926
5.520
550
550
550
550
0.007
0.091
0.022
0.057
5.225.265.1125500.008
●9
5.1120.02α
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6
Kagan & Tippins, (1992)
Harslett, et al. (2003)
Fraenkel, (1995)
Mahlios & Maxson (1995)
- 31 -
Hughes, (1994)
Interpersonal skills
Pratt, (1999)
20
Dyer, (2002)Fraenkel, (1995)
Wilson & Cameron, (1996)Minor, et al. (2002)
Skamp & Muller, 2001)
●
5260666068
Fraenkel, (1995)
Wilson & Cameron, (1996)Patrick & Smart, (1998)Dyer, (2002)
Harslett, et al. (2003)Skamp & Muller, (2001)
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Patrick & Smart, (1998)
Wilson & Cameron, (1996)
Skamp & Muller, (2001)Dyer, (2002)
662
Dyer 2003
Minor et al 2002Fraenkel 1995
5
0.02α
Kagan & Tippins, (1992)Teachout, (1997)
Kagan & Tippins, (1992)
- 32 -
Teachout,
(1997)
Berliner
1986
Little, (1993)
Schwartz, (2000)
6
- 33 -
5
2
0
2
1
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5002
5005
525115005
5002
6992
9000
5002
62605002
6999
555026999
5002
62605002
5002
5002
62605002
5002
5002
575592
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6
5α =0.05
675
20
6
5
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2
0
2
0.02α
1
70.02α
6
5
2
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0
2
1
SUMMARY
The Title: perceptions of female teachers and female teachers of the features of
science teacher in the light of the overall quality standards.
The Current research is trying to stand on the need to subject the Saudi teachers’
performance including science teachers and students-future teachers for the overall
quality standards. So we can formulate the current research problem in two basic
questions: (1) what are the perceptions of female teachers and female future teachers
of the characteristics of science teachers in the light of the overall quality standards?
(2) Are there a significant statistical differences at the level (α = 0.05) between the
perceptions of female teachers and future-female teachers of the characteristics of
science teachers in the light of the overall quality standards due to a variable to
experience? Therefore the researcher has formulated two possibilities that were
discussed in order to achieve the main objective of the research ,and also the
researcher has used a statistical tool for research which is an questionnaire, prepared
by the researcher, included the preparation of a set of features, which together
constitutes the characteristics of quality which supposed to be owned by the teacher.
These features were divided into a 4th
–dimension articles, next that survey was
distributed on a number of juries to measure the correctness, as well as it has been
applied on a sample of research community as an exploratory sample to measure its
stability, afterwards it has been distributed on the members of the research sample
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(172) of female science teachers in Mecca in all stages of the public education and
also included a series of practical education female students enrolled in the College of
Teachers' preparing in Mecca with (54)of female students. The researcher has used
the following statistical methods (arithmetic averages and standard deviations) to
answer the first question, as she has used the (T) test to answer the second question
for the one sample. Here the researcher has made an analyze for the information and
draw the following conclusions:
(1) The results in general revealed that there is a high degree of compatibility
between the perceptions of female teachers and female-future teachers of the
characteristics of quality in the Science teachers. In spite of this general
agreement and harmony, there were some differences in the degree of
perception of some practices and features contributing in the overall quality
standards in science education for the female teachers.
(2) The results of the study showed the importance of the qualitative impact of the
class interactions between the female teachers and their students as an
essential matter for the quality of science teachers, where that had occupied
the first rank among the dimensions of the study.
(3) the results of the study showed that there was a difference between the
perceptions of female teachers and female future-teachers revolves around the
need to deal with students equally and to build confidence bridges with all
pupils because the all pupils are all equal before the teacher, and that the bias
to some of the pupils negatively affects the educational effectiveness for the
other pupils.
(4) the results of the study have showed that the educational activities took second
place to perceptions of teachers and students to the characteristics of quality
teachers in science teacher, and occupies after the management ranks the 3rd
and the 4th place was to the teacher’s personal characteristics.
(5) The results of the study showed statistically significant differences at the level
(α = 0.05) to the experience variable (only at 1-5 years of experience), and in
terms of the difference ,in general, this study agrees with the studies that have
tried to discover the perceptions or the views of teachers and students-teachers
for the quality education.
(6) The results of the study showed that in the experience variable relations, there
were no statistically significant differences with more years of experience to
the teachers (more than five years).
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(7) The results of the study showed that there were statistically significant
differences at the level of significance indication(α = 0.05) in favor of the
teachers at testing the differences of the total direction between the
perceptions of female teachers and female future-teachers for all areas of
study, which reflect the characteristics of teacher quality in science according
to changeable variable experience. In the light of the results of the research,
the researcher recommended with the following:-
The supervisors and trainers must understand the perceptions of the
trainees in the field, or from the field for the good preparation for the
preparation& training program. Identifying the previous experiences and
perceptions of female teachers about the quality of education before
enrolling in the preparation programs, helps professors in the universities
to be aware of their students’ perceptions about the quality of science
education.
Performing a continuous evaluation process for the female future-teachers’
perceptions (pre-service), and to get acquainted with the difficulties
affecting the building or the change of these perceptions whenever the
progress of those students in the school years.
Provision of the educational resources and tools, and the modern
technological devices that facilitate the science teacher professional
performance to ensure product quality education.
There is a need to coordinate efforts and their concerns for the continuing
professional development of the teacher accordance with the criteria.
Recruitment of all types of available incentives materially and morally, and
subduing all the available capabilities and the facilities to raise the female
teachers motivation.
The awareness that not only with the standards, the educational process
improves , but rather with the Provision of requirements that facilitate its
application through the training of qualified teachers able to meet the
demands of the 21st century, and have the personal skills and appropriate
educational, and technological requirements.
