The Reality of Using Professional Standards for Teachers from their Viewpoints in Public Schools in Jordan and their Attitudes toward it

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Keywords:

Professional standards, teachers, attitudes

Abstract

Objectives: This study aims to identify the reality of using professional standards for teachers from their viewpoints in schools of the Directorate of Education for the University District / Capital Governorate and their attitudes toward it.

Methods: The study adopted the descriptive survey method and used the questionnaire to collect data. The questionnaire consisted of (46) items to collect data from the sample which amounted to (500) male and female teachers from the primary and secondary classes in the Directorate of Education of the University of Jordan / Capital Governorate, where teachers were asked about the professional standards.

Results: The results revealed that the degree of male and female teachers' application to professional standards in Jordan is medium. They also demonstrated that primary and secondary teachers' attitudes in Jordan toward professional standards are negative.

Conclusions: The study recommends increasing the number of professional development courses for teachers and not limiting them to a small number of classes in each scholastic year.

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References

Abu Shraikh, Sh., & Atoom, M. (2014). The Degree of Teachers' Commitment to the National Teacher Professional Standards in the Provinces in Jarash and Ajloun, from the Perspective0 of Schools Principals. Journal of Education and Practice, 5(15), 106 – 118.

Al- Momani, M. (2018). The Effective of Training Program for the Development of Knowledge about the National Professional Standards among the Teachers of Secondary Vocational Education in Jordan. International Education Studies, 11(8), 110 – 118.

Henderson, L., & Jarvis, J. (2016). The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning. Australian Journal of Teacher Education, 41(8), 60-83.

Hughes, A. (2017). Educational Complexity and Professional Development: Teachers' Need for Met cognitive Awareness. Journal of Technology Education, 29(1), 25 – 44.

Lilly, S. (2007). National Council for Accreditation of Teacher Education (NCATE). http://search.shamaa.org.

Ryan, M., & Bourke, Th. (2018). Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers. Critical Studies in Education, 59(2), pp. 167-186.

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Published

2023-10-22

How to Cite

Darwish, H. F. . (2023). The Reality of Using Professional Standards for Teachers from their Viewpoints in Public Schools in Jordan and their Attitudes toward it. Dirasat: Educational Sciences, 50(3), 244–255. Retrieved from https://dsr.ju.edu.jo/djournals/index.php/Edu/article/view/5947

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Articles