Jordanian Secondary School Research Articles

The Role of School Administration in Spreading the Culture of Information and Communicate Technology Usage in Jordanian Secondary Schools

The study aimed to investigate the role of school administration in spreading the culture of information and communicate technology in the Jordanian secondary schools from the teachers' point of view, To achieve this goal the researchers developed a questionnaire composed of (42) items, distributed into five domains: the deployment of cultural digital literacy, in the school environment, principals of the school and information and communicative technology, and providing technical support and maintenance, and the provision of appropriate infrastructure, and encourage teachers to use information and communication technology. It has been confirmed the validity and reliability. The study sample consisted of 1,000 teachers, the study discoverd the following results revealed that the role of school administration in spreading the use of information and communicative technology was medium at the macro level and in all domains with the exception of the domains of principals of the school and information and communicative technology were high, the presence of statistically significant differences due to the variable of sex at the macro level and at the level domains on an individual basis with the exception of the domain of the provision of technical support and maintenance.

A Proposed Educational Guide to Enhance the Role of the Jordanian Secondary School Administration, and in Raising Awareness among its Students about the Seriousness of the Phenomenon of Drug Abuse

This study aimed to find out the reality of the role of the Jordanian secondary school in educating its students about the danger of the phenomenon of drug abuse from the point of view of school principals and teachers, by identifying the reality and importance of the school’s role in dealing with the phenomenon of drugs. Governmental secondary schools in Jordan and the study sample consisted of (766) principals and teachers who were chosen by the stratified random method. The study used a questionnaire consisting of (29) items whose validity and reliability were confirmed.The estimates of the study sample for the areas of the awareness-raising questionnaire on the seriousness of the drug abuse phenomenon came at a high level, where the (teachers) field came first at a “high” level, and the (school curricula) field came in the last place at a “medium” level. The study recommended that the Ministry of Education adopt the proposed educational guide to activate the school’s role in educating students about the danger of the drug phenomenon, and emphasize the need to spread awareness among school students to be a feature of their personality and part of their composition, through curricula, activities, teaching methods and evaluation.

TEACHING ENGLISH LANGUAGE CHALLENGES AMONG BEGINNER ENGLISH TEACHERS AT SECONDARY SCHOOLS IN JORDAN

This study investigates the difficulties faced by novice English teachers in Jordanian secondary schools, focusing on the impact of errors made by new teachers on the academic performance of (EFL ) students. The research used interviews and observation to gather data, with purposive sampling strategies employed. The results showed that novice EFL teachers needed to focus more on lesson overviews, presenting topics in a logical order, explaining major and minor points clearly, providing explanations for complex or challenging topics, and providing definitions of terms and concepts. The primary language challenges faced by novice teachers were pronunciation, listening comprehension, and grammar. 40% of teachers did not connect lessons together, and 45% needed to deliver lesson themes in a logical order. Only 30% of inexperienced teachers focused on emphasizing the lesson's essential elements, while 60% needed to. 65% of new teachers needed to clearly articulate important and small ideas, while 30% needed more attention on offering definitions of terms, concepts, and principles. 60% of new teachers needed to provide clear examples to illustrate lessons and put steps into practice while solving homework difficulties. The study suggests that the native tongue of EFL beginning teachers, irregularities in sound, diverse grammar forms, tenses, and vocabulary size account for most of these challenges. Socio-psycho variables, such as attitude, anxiety, and self-confidence, also impact these teachers. To address these challenges, it is crucial to set uniform standards for all schools and conduct further research on the root causes of these challenges.

The Level of Burnout of Swimming Coaches in Summer Clubs at Jordanian Secondary Schools

The Level of Burnout of Swimming Coaches in Summer Clubs at Jordanian Secondary Schools

Social studies teachers’ role in developing citizenship among secondary school students from teachers’ point of view in Jordan

The objective of the study was to determine, from the perspective of Jordanian instructors, how social studies teachers contribute to students' development of citizenship. The study sample was made up of (82) male and female instructors, with the study population being all social studies educators. A 40-item questionnaire covering four domains—values of belonging, values of involvement, values of political knowledge, and values of respect for others—was created to help the study's goals be met. The survey indicated that secondary school students had a high degree of acquiring civic ideals. The findings also showed that there were no statistically significant variations in social studies instructors' typical reactions to the degree of civic virtue among Jordanian secondary school students. The findings also revealed that, according to academic degree, specialty, and experience, there were statistically significant disparities between the average responses of social studies instructors to the degree of development of citizenship ideals among secondary school students. It is evident that secondary school students have a high level of civic consciousness. Based on the study findings, it is necessary to establish programs that allow students to practice the values of citizenship and apply them to their families and societies.

واقع مجتمعات التعلم المهني ة في المدارس الثانوي ة األردنية ودور القيادة المدرسي ة في دعمها، من وجهة نظر المعلمين

The study aimed at investigating the reality of professional learning communities in Jordanian secondary schools, and the role of school leadership in supporting them, from the teachers’ viewpoint, using the descriptive-analytical approach. The researcher designed a questionnaire based on a previous related literature review. The questionnaire consisted of (40) items distributed over two dimensions: the reality level of professional learning communities, and the role of school leadership in supporting these communities. In this study, the researcher administered the questionnaire on a random sample of (1208) out of (18,325) teachers with a percentage of (6.5%). The results of the study revealed that the reality of professional learning communities in Jordanian secondary schools was of medium level, as well as the role of school leadership in supporting them, with statistically significant differences in the gender variable in the field of the reality of professional learning communities in secondary schools in favor of females. The study recommended training the school leaderships in order to adopt the culture of professional learning communities and to give it importance in the structural organization of schools.

Self-esteem and its relationship to future anxiety among Jordanian secondary school students

Self-esteem and its relationship to future anxiety among Jordanian secondary school students

The Appropriate Educational Role for the Jordanian Secondary Schools based on Hoshin Kanri Methodology to develop their Quality Culture

The Appropriate Educational Role for the Jordanian Secondary Schools based on Hoshin Kanri Methodology to develop their Quality Culture

Difficulties in activating science laboratories in Palestinian and Jordanian secondary schools from the viewpoint of biology teachers

The study aimed to reveal the difficulties of activating science laboratories in Palestinian and Jordanian secondary schools from the viewpoint of biology teachers in Jordanian public schools, in light of gender variables and years of experience. The study was conducted on a sample of Palestinian and Jordanian secondary school teachers affiliated with the Jordanian Ministry of Education. The study sample numbered (371) male and female teachers. During the second semester of the academic year (2018/2019).
 The questionnaire was developed in its final form consisting of (42) paragraphs distributed into (5) areas, and from the recommendations of the study, equipping school laboratories and providing the tools and materials necessary for experiments in the school laboratory in sufficient quantities, and the necessity of reviewing the manual of activities and practical experiments in science courses in general and biology in particular ,in term of specialization and amending it in proportion to the time of the prescribed quota for biology.

The Extent of Practicing Crisis Management by Jordanian Secondary School Principals in the Light of the Contemporary Educational Challenges

The present study aimed to explore the extent of practicing crisis management by Jordanian secondary school principals in the light of the contemporary educational challenges. The study’s population consists from the principals and teachers who at Jordanian secondary schools. The sample consists from 1000 principals and teachers who work at Amman. To meet the study’s goals, a descriptive approach was adopted. It was found that the extent of practicing crisis management by Jordanian secondary school principals is moderate in the light of the contemporary educational challenges. It was found that practicing crisis management by Jordanian secondary school principals in the light of the contemporary educational challenges is highly significant. Therefore, it’s necessary to identify the contemporary educational challenges and the crisis derived from such challenges. The researchers suggested several recommendations. For instance, they recommend activating the role of crisis management in the light of the contemporary educational challenges. Keywords: crisis management, Jordanian secondary school principals, contemporary educational challenges DOI: 10.7176/JEP/11-15-16 Publication date: May 31 st 2020

The Role of Jordanian Secondary School Teachers in Educating Students About Cyber Bullying and the Difficulties They Face in That

The study aimed to reveal the role of Jordanian secondary school teachers in educating students about cyber bullying and the difficulties they face in this. In order to achieve the aims of the study, the descriptive survey method was used for its suitability to the nature of this study, and the study adopted a questionnaire developed to collect data, and it was distributed on a random sample that included 173 teachers from Jordanian government schools in the second Amman Directorate, The study found that the role of Jordanian secondary school teachers in educating students about cyber bullying was average, and the results also showed that the difficulties facing them in this came with an average degree, As the most prominent of these difficulties facing the teacher was the fear of the victim of bullying from talking to others that he was bullied. The study recommended the necessity of enhancing the teacher's role in combating the phenomenon of electronic bullying by providing enough time outside classroom classes to educate students and motivate teachers to take this positive role. In addition to encouraging students to disclose the incidents of electronic bullying that they have been exposed to, because students' fear of speaking to others increases the phenomenon and makes it difficult for teachers or parents to deal with. Keywords : cyberbullying. DOI: 10.7176/JEP/11-8-15 Publication date: March 31 st 2020

The Role of the Jordanian High Schools in Deepening Good Citizenship among their Students

The study aims to identify the role of Jordanian secondary schools in deepening good citizenship among their students. It also examines the obstacles facing Jordanian secondary schools in deepening good citizenship among their students. To achieve the objectives of the study, the descriptive survey approach has been used for its suitability of the nature of this study, where a questionnaire was designed and distributed to a 180-teacher study sample from the Jordanian government schools.The results of the study show that the degree of the role of Jordanian high schools in deepening good citizenship among their students from the standpoint of the study sample is generally medium. It also shows that the school principal’s role in developing good citizenship ranked first and the teacher’s role in developing good citizenship ranked second, followed by the role of activities and courses in developing good citizenship in the last rank. In light of the results of the study, the researchers recommend working on creating an appropriate learning environment that enables teachers to teach citizenship issues to students and provide school libraries with educational books and brochures that deepen and root citizenship values ​​to deal with all segments of society. Keywords: citizenship, Jordan, High School, Students DOI: 10.7176/JEP/11-6-05 Publication date: February 29 th 2020

The Degree of Implementing Hoshin Kanri Methodology in Developing Quality of Culture at the Jordanian Secondary Schools

The study aimed to identify the degree of implementing Hoshin Kanri methodology in developing the quality of culture at the Jordanian secondary schools. The study sample consisted of (190) female and male secondary school principals. To achieve the study’s objectives, a related questionnaire has been used. The results of the study showed that the degree of implementing Hoshin Kanri methodology in developing the quality of culture at the Jordanian secondary schools was moderate from the secondary school principals’ point of view. In light of the results, the study recommends developing techniques to effectively advance the Hoshin Kanri implementation levels in Jordanian schools. Key Words : Hoshin Kanri Methodology, Quality of Culture, Secondary Schools, Jordan DOI : 10.7176/JEP/10-36-21 Publication date: December 31 st 2019

L2 Learners’ and Professionals’ Perceptions of Cognitive Task Complexity : Towards Developing an Index of Task Difficulty

This paper attempts to broaden our understanding on how cognitive task complexity (TC) contributes to L2 learners’ and language professionals’ perceptions of task difficulty (TD). This study was conducted to allow a deeper investigation of the extent to which manipulating TC can influence perceptions of TD, what TC-factors contribute to perceptions of TD, and whether there is a perceptual match between L2 learners and language professionals. The study employed a mixed-method design in which 68 students and 26 language professionals evaluated the TD of two video-based narrative tasks. The students, who were L2 learners of English at a Jordanian secondary school, performed two tasks with increased TC manipulated by intentional reasoning (IR) demands. Data on learners’ perceptions of TD were collected qualitatively and quantitatively using a retrospective questionnaire. The language professionals, who were researchers with a TESOL background, read the tasks instructions and watched the two clips before deciding which task would be considered more difficult and why. Results showed a match between learners and language professionals on their perceptions of TD. Both groups rated the more complex task (+IR) as more difficult. Two categories of higher cognitive demands imposed by IR requirement, i.e. task-induced and task-inherent, were found to be the major contributors to the perceptions of TD. The findings have significant implications for the development of an index of TD, which is considered a priority for language teaching, testing and syllabus design.

The status quo of employee engagement in Jordanian secondary schools: principals' and teachers' perspective

This study aimed at identifying the status quo of employee engagement in Jordanian secondary schools from their principals' and teachers' perspective. To achieve the research objectives, the descriptive survey approach was adopted. The randomly selected study sample consisted of (205) male/female principals and (377) male/female teachers, from public and private schools in Amman, Jordan. A 19-item questionnaire was developed on employee engagement divided into four dimensions: communication, growth, recognition and trust. The results of the study indicated that the total degree of the status quo of employee engagement in secondary schools in Jordan from the perspective of their principals and teachers was moderate, as well as all four dimensions of the scale. Furthermore, the findings of the study showed significant differences at (α ≤ 0.05) in the total degree of the study sample's perceptions, attributed to teaching sector and job title, in favour of the private sector and principals respectively. Thus, the researchers recommended setting standards for hiring and assessing school leaders who are responsible for engaging their staff at work, in addition to raising awareness about the significance of the employee engagement factor as a prerequisite for educational development.

Critical Thinking as Reflected in the Sudanese and Jordanian Secondary School Certificate English Language Examinations

This study emerges from the need of English Language Teachers in Sudan and Jordan to lay appropriate assessment strategies to meet the anticipated educational objectives among the learners of English. It is also hoped to improve language assessment in similar educational environments in the Arab world. We intended to find out the level of consistency between the educational objectives of the English language syllabus and the English language examinations in these two countries. These examinations are expected to have some beneficial washback on English pedagogy in general and on reading and writing skills in particular. These tests can be used as benchmark for the effectiveness of the teaching and the learning performance in the classroom. We found that most of the reading questions in EL examination focus on testing the low order of thinking such as knowledge and comprehension; which negatively affect the critical thinking abilities among these young learners. The study yielded many other findings but the most important is the negligence of testing speaking and listening skills which renders the standardized English language examinations in Sudan and Jordan to be incomprehensive, but on the other hand the study revealed that these examinations had some content validity.

The difference in emotional intelligence in relation to levels of maltreatment of Jordanian secondary school students

The purpose of this study is to examine the relationship between maltreatment (psychological and neglect) and emotional intelligence among 163 Jordanian students in seventh grade. Two measurements were applied: The Maltreatment and Neglect Scale and The BarOn Quotient Inventory scale. The study results revealed a statistically significant inverse relationship between emotional intelligence and maltreatment. Students subjected to high levels of maltreatment scored lower means in emotional intelligence, and students subjected to low levels of maltreatment scored higher means in emotional intelligence. The emotional intelligence domains included intrapersonal skills, interpersonal skills, stress management and adaptability. The results showed statistically significant differences for all domains except intrapersonal skills. Furthermore, the results revealed no statistically significant differences in emotional intelligence of those maltreated attributed to students’ gender. Finally, there were statistically significant differences in emotional intelligence which were attributed to the type of maltreatment in favour of neglect.

Obstacles of E-Learning in the Jordanian Secondary Schools from the Perspective of the Teachers in Amman Fifth Directorate of Education

This study aimed to reveal the obstacles in using e-learning in the curriculum of the Jordanian ministry of education on the electronic website of the ministry from the teachers of secondary level through answering the following two questions: What are the obstacles of e-learning in the Ministry of education inJordanfrom the perspective of the teachers of the secondary level? Are there significant differences at the level of significant (a=0.05) attributed the variables; sex, specialization and experience? And to achieve the objectives of the study, a random sample consisted of 201 teachers of the secondary level was selected and a questionnaire which consisted of 30 items was developed and its validity and reliability were achieved. The results of the study indicated that the field of technical and administrative came in first rank with a moderated level while the field of obstacles regarding the teacher came in the second rank with a moderate level. And the technical and the administrative obstacles varied according to variables: sex, specialization in favor to the females and the scientific subjects respectively whereas there was no significance to the experience variable. So based on these results, the study recommended the necessity of overcoming the obstacles facing e-learning which this study and others revealed and working on developing the infrastructure that supported using e-learning.

Factors that Enhance English Language Teachers’ Motivation in Jordanian Secondary Schools

This study aimed at investigating the motivational level of English language teachers in Jordan. To achieve the goal of the study, the researchers used an English language teachers' questionnaire. A sample of one hundred English language teachers that teach in secondary schools from Amman Second Educational Directorate had been purposively selected to respond to the questionnaire. Data obtained indicated that the Ministry of Education, the school principals, the English language supervisors, the teachers’ colleagues and their students do not motivate the English language teachers in the Jordanian public secondary schools. The study also showed that the teachers of English language are motivated because they like their jobs, and teaching will help them in their future. Teaching also gives them security for their families and it is prestigious to be an English language teacher.

The Degree of Practicing Communication Skills by Jordanian Secondary School Principals in Amman Governorate and its Relation to Trust Level in Their Schools from Teachers’ Point of View

The Degree of Practicing Communication Skills by Jordanian Secondary School Principals in Amman Governorate and its Relation to Trust Level in Their Schools from Teachers’ Point of View