scholarly journals The Reality of Educational Supervisors ’Practices for Supervisory Activities from the Point of View of the Public Schools Principals in Aqaba City- Jordan

2019 ◽  
Vol 13 (3) ◽  
pp. 46
Author(s):  
Elham. N. Abu Hamde
Keyword(s):  
Public Schools ◽  
Arithmetic Mean ◽  
Point Of View ◽  
Human Relationships ◽  
Learning And Teaching ◽  
The Public ◽  
Study Results ◽  
Management Experience ◽  
High Degree ◽  
Very High

The study aimed at defining the reality of the supervisory activities for the educational supervisors from the point of view of the public schools principals in Aqaba city - Jordan. To achieve the study purposes the researcher used the descriptive methodology survey due to its appropriateness for the purposes of the study. The study instrument was built and it contained four domains and was applied on the study sample which consisted of (22) principal(male &Female).The study results indicated that the reality of the educational supervisors practices for supervisory activities from the point of view of the public schools principals obtained an overall arithmetic mean of (3.80) with a high degree. However, on the secondary areas level the human relationships was ranked first with an arithmetic mean of (4.11) which was very high; in the second rank came the field of curriculum and text books with arithmetic mean of(3.98) which was high also; the third rank came the domain of learning and teaching with an arithmetic mean of (3.75) which was also high and in the last rank came the domain of school administration with an arithmetic mean of (3.5) which was medium. The results of the study indicated that there are no differences between the means of the educational supervisors’ practices for supervisory activities in terms of (sex, qualifications, management experience years). In the light of the study results a number of recommendations were proposed.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

Leadership Styles of Public Schools Principals in the City of Hail in the Kingdom of Saudi Arabia: أنماط القيادة لدى مدراء مدارس التعليم العام في مدينة حائل في المملكة العربية السعودية

2021 ◽  
Vol 5 (41) ◽  
pp. 161-138
Author(s):  
Fahad Husain Alshammari Fahad Husain Alshammari
Keyword(s):  
Public Schools ◽  
Leadership Style ◽  
School Principals ◽  
Statistical Significance ◽  
Point Of View ◽  
Years Of Experience ◽  
Public School Principals ◽  
Low Degree ◽  
Study Population ◽  
High Degree

    This study aimed to: Identify the leadership style prevailing among public school principals in Hail from the teachers ’point of view, and to reveal the statistical significance of the differences in the estimates of the study sample individuals of the leadership style prevailing among school principals, which may due to variables of (educational stage, number of years of experience, and specialization). The researcher used the descriptive method, and prepared a questionnaire consisting of (24) statements distributed to (3) dimensions, which are: Democratic style, authoritarian style and chaotic style. The current study population included all the teachers of public education schools in Hail, who numbered (9390) teachers. The questionnaire was applied to a random sample of (296) teachers. The study found a set of results, the most important of which are: The prevailing leadership style among school principals is the democratic style, followed by the authoritarian style, and then the chaotic style. Where the democratic style obtained a mean (4.18) and a high degree of approval from the study sample, while the domineering style obtained a mean (1.83) and a low degree of approval from the study sample, and the chaotic style obtained an average (1.73) and a low degree of approval. Very members of the study sample. The results also showed that there are statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variable of years of experience, while there are no statistically significant differences in the degree of the study sample’s estimates of the leadership style prevailing among school principals due to the variables of the educational stage or specialization. In light of these results, the researcher recommended organizing training courses for school principals to enlighten them about the modern trends in educational leadership, and urged school principals to follow the democratic style of administration.

scholarly journals Evaluation of learning resource rooms in public schools in Ajloun governorate according to teachers point of view: تقييم غرف مصادر التعلم في المدارس الحكومية في محافظة عجلون من وجهة نظر معلميها

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Dr. AHMAD ALI AL- JABALI
Keyword(s):  
Public Schools ◽  
Local Community ◽  
Point Of View ◽  
Average Score ◽  
Learning Resources ◽  
Resource Room ◽  
Arithmetic Average ◽  
Significant Difference ◽  
Evaluation Of Learning ◽  
High Degree

This study aims at identifying the evaluation of learning resources rooms in public schools in Ajloun governorate from the point of view of their teachers. The study was based on the descriptive analytical method. The study population consisted of (107) male and female teachers. random. The study reached a set of results, The most important: The arithmetic averages of the responses of the study sample to evaluate the room of learning resources as a whole came with a high degree, with an average of (3.63) and the field of parents with a high degree, and an arithmetic average (3.92), followed by the teacher field, with an average (3.66). ), Then the student field, with an average (3.64), while the resource room field, the lowest average score, with an average (3.40), The results also showed that there is no statistically significant difference according to sex and educational qualification, and that there are statistically significant difference for the job experience variable for (11 years and above). To disseminate the experience of forming a support committee to all departments, institutions and programs working with people with special needs in the local community.

scholarly journals The Impact of School Principals' Practice of Re-Engineering Administrative Processes on Achieving Quality Assurance Standards from the Point of View of Educational Supervisors -An Empirical Study on the public schools in Kasbah Brigade-: أثر ممارسة مديري المدارس لأسلوب إعادة هندسة العمليات الإدارية في تحقيق معايير ضمان الجودة من وجهة نظر المشرفين التربويين- دراسة تطبيقية على المدارس الحكومية في قصبة عمان-

2020 ◽  
Vol 4 (14) ◽  
Author(s):  
Wafa' Mohamad Liswi
Keyword(s):  
Quality Assurance ◽  
Public Schools ◽  
Empirical Study ◽  
School Principals ◽  
Point Of View ◽  
Survey Method ◽  
The Public ◽  
Quality Assurance Standards ◽  
The Impact

This study aimed to identify the impact of school principals' practice of re-engineering administrative processes on achieving quality assurance standards from the point of view of educational supervisors in the Kasbah Brigade. A survey method was used. The sample consisted of (42) supervisors. The results of the study showed that the degree of practitioners of public schools to re-engineering administrative processes from the point of view of educational supervisors in the Kasbah Brigade was high. Furthermore, the degree of achieving the quality assurance standards from the point of view of the educational supervisors in the Kasbah Brigade was moderate. The study recommended that the principal should pay attention to continuously improve the administrative processes in all its aspects and devise new ways to manage the school and perform its various tasks.

scholarly journals The Degree of Effectiveness of The Management of Women in Administrative Empowerment and Its Obstacles at The Branches of Hail University from The Point of View of Faculty Members: درجة فاعلية الإدارة النسائية في التمكين الإداري ومعوقاتها لدى فروع جامعة حائل من وجهة نظر عضوات هيئة التدريس

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Maysaa hasan muflih BaniHani
Keyword(s):  
Point Of View ◽  
Faculty Members ◽  
Work Team ◽  
First Semester ◽  
Delegation Of Authority ◽  
The Social ◽  
Study Results ◽  
General Average ◽  
High Degree ◽  
The Impact

The purpose of this study was to investigate effectiveness of female administration in the Administrative Empowerment at Hail University branches and its impediments, from the point of view of the faculty members. The researcher used the descriptive analytical approach. The questionnaire was the tool of study and the study sample consisted of (53) of female faculty members at Hail University branches during the first semester 2018- 2019. The results of this study found that the overall degree of administrative empowerment was obtained at a general average (3.93) i.e. high degree and at the dimensional level. Indeed, the work team term was in the first rank with an average of 4.09, and then it comes the delegation of authority with an average of (3.89). The communication term comes at the third level with an average of (3.88) and in the last rank, it comes the motivation of the staff with an average of (3.86) and all of them with a rating of (high). As regard the obstacles in the women administration, the administrative impediments obtained the first rank with an average of (3.87) followed by the personal constraints with an average of (3.76), and then the political impediments with an average of (3.47), and finally the social obstacles with an average of (2.61). For instance, the study showed that there were no significant differences due to the impact of experience years and the impact of scientific qualification. There were some recommendations according to the study results, which were to increase the effectiveness of faculty members and remove obstacles facing them.

scholarly journals The degree at which the first three basic grades pupils practice the ethical values from the point of view of their teachers in the Southern Ghors District: مدى ممارسة طلبة الصفوف الثلاثة الأولى من المرحلة الأساسية للقيم الأخلاقية من وجهة نظر معلماتهم في لواء الأغوار الجنوبية

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Anwar Eisa Salmeh Al-Khleifat, Ali Salmeh Daowd Al-khleifat
Keyword(s):  
Point Of View ◽  
Teaching Staff ◽  
Ethical Values ◽  
Validity And Reliability ◽  
Study Results ◽  
Secondary Stage ◽  
Islamic Religion ◽  
Relationship Of ◽  
High Degree ◽  
The Relationship

This study aimed at identifying the degree at which the first three basic grades pupils practice the ethical values from the point of view of their teachers in the Southern Ghor District، as well as، the relationship of that with some variables. The researchers developed the study tool that consisted of، ( 27 ) items divided into three domains; the validity and reliability of the study tool were verified. The study sample consisted of (50) female teachers from those who teach the first three basic grades. The study results showed that، the degree at which the first three basic grades pupils practice the ethical values from the point of view of their teachers in the Southern Ghor، District، was high. The domain relating to (the relationship between the pupil and the teaching staff) was in the first place، followed by (the relationship between the pupil and his teacher)، and finally (the relationship between the pupil and his peers). The results showed that there are no statistically significant differences at ( α≤ 0.05 )، regarding the degree at which the first three basic grades pupils practice the ethical values from the point of view of their teachers in the Southern Ghor District attributed to the variables of the years of experience as well as educational qualification. In the light of the results، the study recommended that، the students should practice the ethical values in a high degree with their peers by educating the pupils regarding the brotherhood in our Islamic religion as well as practicing these behaviors in front of the students to reinforce them. The study also recommended about conducting a study that reveals the degree at which the secondary stage students practice the ethical values from the point of view of their teachers in the Southern Ghor District.

scholarly journals Voices from Indonesian Legislative on Religious Education Policy

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Jamhari Jamhari ◽  
Yunita Faela Nisa
Keyword(s):  
Public Schools ◽  
Political Parties ◽  
Religious Education ◽  
Vital Role ◽  
Suicide Bombing ◽  
The Public ◽  
Study Results ◽  
Violent Extremism ◽  
The Republic ◽  
The Government

Religious violent extremism remains a problem for Indonesia. Recently, three consecutive attacks carried out by violent religious extremists — a suicide bombing in front of a Cathedral Church in Makassar South Sulawesi, the discovery of several prepared high explosive bombs in Condet Jakarta, and a female lone wolf attack on the Indonesian Police Criminal Investigation Agency — shocked the public (Fakta-data di Balik Bom Bunuh Diri, 29 Maret 2021; Polisi sebut Terduga Teroris Condet & Bekasi, 2021; Teroris Penyerang Mabes Polri, 2021). It may not be surprising since there were some early indications from various studies that some Indonesian people still have religious attitudes and behaviors that are exclusive, closed, anti-citizenship, anti-state, and even pro-violence (PPIM, 2016, 2017, 2018; Puspidep, 2017, 2018). The PPIM study results (2018) show that around 58.5 percent of students tend to be religious radical, and 51.1 percent tend to be intolerant to differences within Muslim groups. Then, as many as 34.3 percent of students are intolerant to non-Muslim groups. Radical views that are intolerant toward those who are different are the first step to violent extremism. These studies are a reminder that violent extremism is a problem for all of Indonesian society. Therefore, PPIM surveyed the perceptions of the public, students, teachers, and Indonesian Members of Parliament on violent extremism.In Indonesia, political parties have a vital role. Political parties develop policies, laws, and regulations. Another strategic part is that political parties become important actors in crystallizing citizens' political aspirations, including rules related to religion and religious education (Mujani & Liddle, 2018; Muhtadi & Mietzner, 2019; LIPI, 2018, 2019). Through their representatives — who are elected through a regular fair election once every five years — in the House of Representatives of the Republic of Indonesia, political parties have an essential role in determining public policy through their function as a check and balance institution for the Government. The enactment of religious education as a compulsory subject for all students at all levels has become a debate among the Indonesian public, and whether the Government should regulate religious issues in public education. The issue of religious education in public schools is essential as PPIM's research suggests that the religious subject's teachers may contribute to students' radical views (PPIM, 2017).

scholarly journals Elementos para uma educação pública com qualidade social

2017 ◽  
Vol 10 (1) ◽  
pp. 169
Author(s):  
Felix Barbosa Carreiro
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Large Scale ◽  
Teaching Quality ◽  
Educational Systems ◽  
Education Development ◽  
Learning And Teaching ◽  
The Public ◽  
The Right

Cabe ao Estado garantir o direito a uma educação pública com qualidade socialmente referenciada. A julgar pelos indicadores educacionais publicados a partir dos resultados do Índice de Desenvolvimento da Educação Básica (Ideb), esse direito, no que se refere ao acesso, à permanência e ao sucesso escolar dos alunos que frequentam as escolas públicas, não está sendo sufi cientemente garantido. Apontamos como causa desse fracasso escolar a inexistência de políticas públicas educacionais focadas na aprendizagem escolar. Vale lembrar que as escolas públicas que apresentam o Ideb para além da meta, não significam necessariamente qualidade da educação. Reconhecemos que as avaliações em larga escala têm a potencialidade de subsidiar as políticas em educação com vistas à melhoria dos indicadores de qualidade do ensino e da aprendizagem, sobretudo quando os resultados são problematizados e sistematizados pelos sistemas educacionais e pelas escolas. Compreendemos que a qualidade na educação pública implica a efetivação da aprendizagem, ou seja, que o aluno aprenda, seja aprovado tenha garantido um futuro promissor. No contexto de uma escola pública de orientação emancipadora, é preciso que algumas condições objetivas sejam satisfeitas, a saber: gestão escolar democrática, compromisso docente com a escola pública, razoabilidade da infraestrutura escolar, materiais pedagógicos adequados consolidação das mediações escolares de participação.Palavras-chave: Qualidade. Educação. Escola pública.Elements for a public education with social qualityABSTRACTIt is the State’s responsibility to ensure the right of a public education with quality socially acknowledged. Judging by the educational indicators published as from The Brazilian Education Development Index (Ideb), this right, in relation to the access, the stay, and the school success of the students that attend the public schools, are not being suffi ciently guaranteed. We point as the cause of this school failure the lack of educational public policies focused in school learning. It is worth remembering that the public schools that present the Ideb above the target do not necessarily mean educational quality. We recognize that the evaluations of large scale have the potential of subsidizing the policies in education in order to the improvement of learning and teaching quality indicators, mainly when the results are questioned and systematized by the educational systems and the schools. We understand the quality in public education implies the learning realization, in other words, that the student learn, can be approved, and ensure a promising future. In the context of a public school with na emancipating orientation, it is necessary that some objective conditions must be satisfied, such as a democratic school management, teaching commitment with the public school, the reasonableness of the school infrastructure, appropriate teaching materials, and the consolidation of the educational mediations of the participation.Keywords: Quality. Education. Public School.Elementos para una educación pública con calidad socialRESUMENPuede el Estado garantizar el derecho a una educación pública con calidad socialmente valorada. A juzgar por los indicadores educacionales publicados a partir de los resultados del Índice de Desarrollo de la Educación Básica (IDEB), ese derecho, en lo que se refi ere al acceso, a la permanencia y al éxito escolar de los alumnos que frecuentan las escuelas públicas, no está siendo suficientemente garantizado. Apuntamos como causa de ese fracaso escolar a la inexistencia de políticas públicas educacionales enfocadas en el aprendizaje escolar. Es preciso recordar que las escuelas públicas que presentan el IDEB como meta, no significa necesariamente calidad de educación. Reconocemos que las evaluaciones a gran escala tienen la potencialidade de subsidiar las políticas de educación con vistas a el mejoramiento de los indicadores de calidad de la enseñanza y del aprendizaje, sobretodo cuando los resultados son planteados y sistematizados por los sistemas educacionales y por las escuelas. Comprendemos que la calidad de la educación pública implica la efectividad del aprendizaje, osea, que el alumno aprenda, sea aprobado y tenga garantizado un futuro prometedor. En el contexto de una escuela pública de orientación emancipadora, es preciso que algunas condiciones objetivas sean satisfechas, a saber: gestión escolar, infraestructura escolar, materiales pedagógicos adecuados, consolidación de las mediaciones escolares de participación.Palabras Clave: Calidad, Educación, Escuela Pública.

The Degree Of Applying The Thinking Skills In Teaching Physical Education In Public Schools In Palestine From The Perspectives Of Teachers Of Physical Education Themselves

2020 ◽  
Vol 8 (3) ◽  
pp. 61-73
Author(s):  
Islam Abbas ◽  
Farah Naseer
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Reflective Thinking ◽  
Training Programs ◽  
Thinking Skills ◽  
Point Of View ◽  
High Degree

This study aimed to identify the degree of applying the thinking skills in teaching physical education in public schools in Palestine from the perspectives of teachers of physical education themselves. The study found that the degree of applying the thinking skills in the field of thinking during the event received the highest degree of approval from the point of view of the teachers of physical education, followed by the field of thinking of the event in the second place. The field of reflective thinking in general received a high degree of approval, with a percentage of 73.3%. The study also focused on the preparation of teachers with a high awareness in the use of reflective thinking skills, and the need to prepare training programs for students in the field of reflective thinking to help them solve their problems No compound skills.

Wiedza osobista uczniów jako punkt zwrotny w teorii i praktyce dydaktycznej

2019 ◽  
Vol 64 (1(251)) ◽  
pp. 7-20
Author(s):  
Dorota Klus-Stańska
Keyword(s):  
Personal Knowledge ◽  
Public Knowledge ◽  
Formal Curriculum ◽  
Final Point ◽  
Learning And Teaching ◽  
The Public ◽  
Starting Point ◽  
New Knowledge ◽  
Constructivist Conceptions ◽  
Very High

The article presents the students’ personal knowledge as a crucial element of the learning and teaching process. The discovery of personal knowledge by psychologists caused a paradigmatic turn in the theory of teaching. While the conceptions inspired by behaviourism do not take into consideration the personal knowledge and notice/see only the public knowledge assigned by the formal curriculum and textbooks, the constructivist conceptions place personal knowledge very high among the factors significant for the learning process. However, its status is still controversial as far as we treat it not only as a starting point for learning but as a final point determining personalisation of new knowledge as well. To explain this mechanism, the author uses the notions of „a mental gentling of the public knowledge” and „a cognitive partnership”.

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