جودة تدريب المعلمين في وزارة التربية والتعليم في فلسطين

Adel Fayez  Sartawi; Abdalnaser  Qaddumi; Ali Zuhdi  Shaqour

doi:10.35516/edu.v50i2 -S1.1119

Authors

Adel Fayez Sartawi College of Educational Sciences and Teacher Preparation, An-Najah National University, Nablus, Palestine. https://orcid.org/0000-0003-2991-4335
Abdalnaser Qaddumi College of Educational Sciences and Teacher Preparation, An-Najah National University, Nablus, Palestine. https://orcid.org/0000-0003-2991-4335
Ali Zuhdi Shaqour College of Educational Sciences and Teacher Preparation, An-Najah National University, Nablus, Palestine. https://orcid.org/0000-0003-2991-4335

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1119

Keywords:

Quality, training, training quality, ministry of education.

Abstract

Objectives: The purpose of this study is to identify the quality of teacher training in the Ministry of Education in Palestine and to explore potential differences in training quality based on gender, specialization, and the interaction between these variables.

Methods: The study utilized a stratified random sample of (385) teachers, comprising approximately (10%) of the study population. A questionnaire containing (56) items was distributed, covering six domains: training quality, trainers, e-training, administrative facilities for training, trainees, and training environment. Exploratory factor validity was employed to extract and validate items for each domain, ensuring tool reliability.

Results: The study revealed that the overall quality of teacher training in the Ministry of Education in Palestine was moderate, with a relative response weight of (69.4%). Among the domains, the field of "trainers" ranked highest with a weight of (78.8%), while the "training environment" ranked lowest at (59%). Although no significant differences were found in the total score of training quality based on gender, specialization, or their interaction, statistically significant differences were observed in specific domains, particularly in trainers and e-training.

Conclusions: To enhance teacher training, the study recommends focusing on improving the training environment, adopting clear, observable, and measurable training standards and indicators, and catering to the specific training needs of teachers.

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