The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from their Perspectives

Akef Al-Khateeb

doi:https://doi.org/10.35552/0247-029-012-002

English
العربيّة

The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from their Perspectives

DOI:

10.35552/0247-029-012-002

Authors:

Akef Al-Khateeb

Article info

Received 2014-06-17

Received in revised form

Accepted 2015-03-25

Availabe online

Pages 2307 - 2328

Keywords

Learning disabilitiesteacher
Professional development programs.
Evaluation of training programs

Abstract

The study aimed to examine the effectiveness of professional development programs for learning disabilities teachers at both public and private schools in the Kingdom of Bahrain from their perspectives. The study also aimed to know the impact of teachers' experience and type of school on the effectiveness of professional development programs. The study sample consisted of (40) male and female teachers. To achieve the aims of the study, a (74) item-instrument was constructed and distributed into four main dimensions. The results showed that there is only one dimension of high applicability level: "the goals of the professional development program" dimension, while there were three main dimensions with moderate applicability level respectively: "the attributes and characteristics of the trainers", "the content and implications of the programs", and at the last rank "administrative and organizational side" dimension. The evaluation total score for all instrument dimensions was moderate. The results also showed statistically insignificant differences (α = 0.05) due to the effect of teacher's experience on all dimensions and in the instrument total score. On the other hand, study results indicated statistically significant differences at (α = 0.05) due to the impact of the type of school, in favoir of public schools.

Recommended Citation

BibTex RIS

Al-Khateeb, A. (2015). The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from their Perspectives. An-Najah University Journal for Research - B (Humanities), 29(12), 2307–2328. https://doi.org/10.35552/0247-029-012-002

[1]A. Al-Khateeb, “The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from their Perspectives,” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 12, pp. 2307–2328, Dec. 2015, doi: 10.35552/0247-029-012-002.

Al-Khateeb, Akef. “The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from Their Perspectives.” An-Najah University Journal for Research - B (Humanities), vol. 29, no. 12, Dec. 2015, pp. 2307–28. Crossref, https://doi.org/10.35552/0247-029-012-002.

1.Al-Khateeb A. The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from their Perspectives. An-Najah University Journal for Research - B (Humanities) [Internet]. 2015 Dec;29(12):2307–28. Available from: http://dx.doi.org/10.35552/0247-029-012-002

Al-Khateeb, Akef. “The Effectiveness of Professional Development Programs for Learning Disabilities Teachers in the Kingdom Of Bahrain from Their Perspectives.” An-Najah University Journal for Research - B (Humanities) 29, no. 12 (December 2015): 2307–28. https://doi.org/10.35552/0247-029-012-002.

فاعلية برامج التأهيل المهني لمعلّمي صعوبات التعلّم في مملكة البحرين من وجهة نظرهم

DOI:

10.35552/0247-029-012-002

المؤلفون:

عاكف الخطيب

معلومات المقال

تاريخ التسليم 2014-06-17

تاريخ تسليم النسخة المعدلة

تاريخ القبول 2015-03-25

على شبكة الإنترنت

الصفحات 2307 - 2328

الكلمات الإفتتاحية

Learning disabilitiesteacher
Professional development programs.
Evaluation of training programs

الملخص

هدفت الدراسة الحالية إلى التعرف على مستوى فاعلية برامج التأهيل المهني لمعلّمي صعوبات التعلّم في المدارس الحكومية والخاصة من وجهة نظرهم، كما هدفت إلى التعرف على أثر متغيري الخبرة ونوع المدرسة على درجة فاعلية برامج التأهيل المهني. وقد تكونت عينة الدراسة من (40) معلماً ومعلمةً، ولتحقيق أهداف الدراسة تمّ بناء مقياس تكون من (74) مؤشراً موزعة على أربعة أبعاد رئيسة. وقد أظهرت النتائج أنّ هناك بُعداً واحداً ذا درجة انطباق مرتفعة، وهو: بُعد "أهداف برنامج التأهيل المهني"، ووجود ثلاثة أبعاد رئيسة انطبقت بدرجة متوسطة، وهي على التوالي: بُعد "سمات وخصائص المدربين"، وبُعد "محتوى البرامج ومضامينها"، وبُعد "الجانب الإداري والتنظيمي" في المرتبة الأخيرة، والدرجة الكلية لأبعاد المقياس ككل ذا درجة متوسطة.كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية (0.05=α) تعزى لأثر الخبرة لجميع الأبعاد والدرجة الكلية. في حين أشارت نتائج الدراسة إلىوجود فروق ذات دلالة إحصائيةعند مستوى (0.05=α) تعزى لأثر نوع المدرسة ولصالح المدارس الحكومية.