Jordanian Teachers Research Articles

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy

This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.

The Degree of Importance of Employing Artificial Intelligence Applications in the Educational Process from the Point of View of Vocational Education Teachers in Jordan

The study aimed to identify vocational education teachers’ point of view on the importance of employing artificial intelligence applications in the educational process. Its relationship to the variables of gender, teaching experience, and academic qualification to achieve the objectives of the study, in which the descriptive approach was used, In addition to using the questionnaire as a study tool, it was applied to 582 male and female teachers in the second semester of the academic year (2023-2024). Results have been reached in the study until the degree of importance of employing artificial intelligence applications in the educational process from the perspective of vocational education teachers. It came with a degree (a task) with an arithmetic average. It reached 3.44 with a standard deviation of 0.62. The study also found that there were no statistically significant differences attributable to all of the study variables (gender, experience, and educational qualification).

Vision Screening and Detection of Ocular Abnormalities in School Children by Teachers in Jordan.

To evaluate the accuracy of vision screening and detection of ocular abnormalities conducted by teachers in school children in Jordan compared with vision testing by optometrists and ocular disease identification by ophthalmologists. A non-random, purposive sampling strategy where 6-year-old and 15-year-old school children from three schools in Amman, Jordan were included. Twenty-two teachers were trained to conduct visual acuity screening using the 0.2 logMAR line of the distance visual acuity (DVA) chart at 10 feet and near visual acuity (NVA) chart at 16 inches, in addition to detecting ocular abnormalities. An optometrist assessed the visual acuity and conducted objective and subjective refraction, while an ophthalmologist examined the ocular health of all children. A total of 542 children (51% female) were included in the study, of which 47% were 6 years old and 53% were 15 years old. Teacher screening had sensitivities of 76.92% for DVA, 68% for NVA, and 37.50% for abnormality detection. The specificities of DVA, NVA, and ocular abnormalities were 98.22%, 98.48%, and 99.24%, respectively. The positive predictive value for DVA, NVA, and ocular abnormalities were 83.33%, 99.00%, and 60%, respectively. The negative predictive value for each procedure was 98.22% for DVA, 98.48% for NVA, and 98.12% for ocular abnormalities. Teachers were able to conduct vision screening with a high level of accuracy compared to the gold standard of testing by optometrists, which would be useful for the early detection and referral of refractive errors in school children. However, they were unable to detect ocular abnormalities compared with the gold standard for disease identification by ophthalmologists. Further training and monitoring, or different training approaches should be implemented to enable teachers to identify ocular abnormalities at acceptable levels.

Closing the divide: Exploring higher education teachers’ perspectives on educational technology

Incorporating technology into education has become a crucial component of contemporary teaching practices. Technological advancements have led to the development of innovative teaching tools and methodologies that promote active learning and engagement among students. This study used a modified version of the Technology Acceptance Model (TAM) to analyze the key factors that impact the integration of technology in the teaching practice of higher education instructors. Among the factors to be included in the modified model are technostress and teaching tradition. These factors have been rarely examined within the mandatory technology integration in higher education settings. Partial Least Squares Structural Equation Modelling (PLS-SEM) is used to analyse the empirical data collected from 657 higher education teachers in Jordan. Findings reveal that teachers’ technological, pedagogical and content knowledge (TPACK) played a crucial role in facilitating the effective integration of technology into teaching practices. This boosted self-efficacy, personal innovativeness and perceptions of ease of use and usefulness. Additionally, teachers’ TPACK negatively influenced their technostress and teaching tradition. Indeed, technostress and teaching tradition were identified as significant obstacles to the effective integration of technology into teaching practices. Significant implications for theory and practice can be derived from the findings of this study to effectively incorporate technology in higher education.

Jordanian early childhood teachers' beliefs regarding best practices utilizing developmentally appropriate/inappropriate practices as a benchmark

The main objective of this study is to investigate the beliefs of early childhood teachers in Jordan regarding best practices using the Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) frameworks. Additionally, the study aims to determine the influence of certain variables on teachers' beliefs regarding best practices. To achieve this objective, a questionnaire was developed and administered to 101 early childhood teachers in Jordan. The data collected was analyzed descriptively using means and standard deviations. The results of the study showed that early childhood teachers' beliefs about best practices were consistent with the DAP construct outlined by the National Association for the Education of Young Children (NAEYC). Similarly, their beliefs about lower-quality practices were in line with the DIP construct. However, the study also revealed that teachers still held positive beliefs about some traditional practices despite their potential to be developmentally inappropriate. Furthermore, the statistical analysis showed that there were no statistically significant differences in the beliefs of teachers regarding best practices based on their education level or teaching experience. Based on the results of the study, recommendations are made for decision makers and researchers to help them make informed decisions and develop effective professional development plans, which could help early childhood teachers in Jordan to implement DAP effectively. Overall, the findings of this study provide valuable insights that can be used to enhance early childhood education and improve the quality of teaching practices in Jordan.

Revolutionizing EFL Instruction: Jordanian Teachers' Perspectives on Interactive Whiteboards for Word Identification Enhancement

This study investigates Jordanian EFL teachers' perspectives on the impact of Interactive Whiteboard (IWB) technology on word identification enhancement. Drawing on the theory of Multimedia Learning, the research aims to address a gap in the literature regarding EFL educators' perceptions of using IWBs to improve word identification skills. A cross-sectional survey was administered to 124 Jordanian EFL teachers, and data were analyzed using descriptive statistics, paired t-tests, and one-way ANOVA. The findings reveal positive attitudes among Jordanian EFL teachers towards the efficacy of IWB technology in enhancing word identification. Participants overwhelmingly support the favorable use of IWBs and recognize their potential to enhance word identification skills. Importantly, no significant differences were found across demographic variables, suggesting a consistent recognition of IWB efficacy irrespective of gender, age, academic degree, or years of experience. The results underscore the importance of integrating IWB technology into EFL classrooms and highlight the need for further exploration of pedagogical approaches to maximize its benefits. This study contributes to the literature by providing insights into the perceptions of Jordanian EFL teachers regarding IWB technology and its role in word identification enhancement. It advocates for the continued utilization and exploration of IWB technology to enhance language teaching and learning practices.

The Effect of Training Program Based on Instructional Practices According to the (NCTM) Standards on Improving the Pedagogical Knowledge among Mathematics Teachers in Jordan

The current study aims at revealing the effect of a training program based on teaching practices according to NCTM standards in improving the pedagogical knowledge of mathematics teachers. The study followed the semi- experimental method. To achieve the aims of the research, a training program that is based on the standards of NCTM was designed. The program consists of eight packages which are (Establish mathematics goals to focus learning, implement tasks that promote reasoning and problem solving, Use and connect mathematical representations, facilitate meaningful mathematical discourse, pose purposeful questions, build procedural FLuency from conceptual understanding, support productive struggle in learning mathematics, Elicit and use evidence of student thinking). After confirming the validity of the tool, a sample of (20) male and female teachers from Deir Ala Directorate of Education in the academic year 2020-2021.To reveal the effectiveness of the program, a test in pedagogical knowledge was prepared. The test consists of six respects which are identification of mathematics content, the pedagogical knowledge of the mathematical content and knowing students' thinking. The test validity and reliability were checked. The results of the study showed that there were statistically significant differences between measuring averages in the post application of the test. These results were pro- sample in all dimensions and in the total degree. Depending on these results, the study asserted the necessity for the training department in the Jordanian Ministry of Education to benefit from the suggested and used program in the study to focus more on the teaching practices.

The status of Jordanian Teachers' utilization of e-assessments during the COVID -19 epidemic

The status of Jordanian Teachers' utilization of e-assessments during the COVID -19 epidemic

Evaluating the Effectiveness of School Principals as Educational Leaders inFacilitating the Professional Growth of Teachers in Jordan

خلفية الدراسة ومشكلتها: تُعدّ جودة أداء مديري المدارس بوصفهم قادةً تربويين من المواضيع المهمة التي تسعى الأوساط التعليمية كافة إلى تحسينها وتطويرها، وذلك لأنّ مديري المدارس يلعبون دورًا أساسيًّا في العملية التعليميّة. ويُعدّ الأداء الجيد للمدير بوصفه قائدًا تربويًّا في تنمية المعلمين مهنيًّا من متطلبات نجاح العملية التعليميّة التعلميّة، وهذا ما دعا الباحث لإجراء هذه الدراسة. الأهداف: هدفت الدراسة إلى قياس درجة أداء مديري المدارس بوصفهم قادة تربويين في تنمية المعلمين مهنيًّا بالأردن. ومعرفة ما إذا كان هناك فروق دالة إحصائيًّا وفقًا لمتغيّر النوع الاجتماعي، والمؤهل العلمي، وسنوات الخبرة. الطرق المستخدمة: اعتمد الباحث المنهج الوصفي المسحي، وتطوير استبانة تقيس أداء مديري المدارس كقادة تربويين مكونة من (23) فقرة تضم سبعة مجالات، وُزّعت على عيّنة تم اختيارها بطريقة عشوائية بسيطة تكوّنت من (1150) معلّمًا من معلمي البادية الشرقية / الأردن. النتائج: توصلت الدراسة إلى أنّ درجة أداء مديري المدارس كقادة تربويين من وجهة نظر معلمي الأردن جاءت بدرجة متوسطة، وكشفتْ النتائج عدم وجود فروق في تقديرات معلمي الأردن لدرجة أداء مديري المدارس يعود للنوع الاجتماعي للأداة ككل والمجالات جميعها باستثناء بيئة التعلم وجاءت الفروق لصالح الإناث، وعدم وجود فروق في تقديرات معلمي الأردن يعود للمؤهل العلمي للأداة ككل والمجالات جميعها باستثناء التعلم للحياة وجاءت الفروق لصالح الدبلوم العالي، و عدم وجود فروق في تقديرات معلمي الأردن يعود لسنوات الخبرة للأداة ككل والمجالات جميعها. الاستنتاجات (التوصيات والمساهمة): أوصت الدراسة بأهمية تأهيل القادة التربويين في الميدان التربوي من خلال تدريبهم على أساليب القيادة التربوية وتنمية مهاراتهم الإبداعية في القيادة الإدارية.

Evaluating the Quality of Teaching Performance among Jordanian Teachers in Light of Certain Demographic Variables

The quality of teachers' teaching performance depends on several factors, and development of their performance should be made according to a sound scientific methodology, so the study aims to assess the teachers' teaching performance quality in Ma'an, Southern Jordan, and identify the extent to which their performance is affected by some variables (Gender, Professional Experience, Teaching Stages, and Training). In order to achieve the study objectives, the descriptive survey method was used, and a measure of teaching performance quality was determined, consisting of three fields (Planning, Implementation, and Assessment) and including (40) items. The scale was used by educational supervisors to assess the quality of teachers' performance in Ma'an, and (347) male and female teachers were assessed. The results showed that teachers’ performance was average in general, but their performance of the first three grades was the weakest, while it was also shown that the female teachers’ performance was superior to that of male teachers. The performance of specialized teachers in the scientific field was better than the performance of their counterparts in the humanitarian field. The study showed the positive impact of professional experience and training on the quality of teaching performance. The study also demonstrated the importance of the first five years in the teachers’ work, therefore, the necessity of focusing on training and qualification at this stage was recommended, as well as training pre-service teachers appropriately.

The reality of using technological applications in teaching the Arabic language from the point of view of secondary school teachers in Ma’an Governorate

This study aimed to reveal the degree of using technological applications (TA) in teaching Arabic language from the point of view of secondary school teachers in Jordan, and the study relied on the analytical descriptive approach. The sample of the study consisted of (74) male and female Arabic language teachers who are teaching secondary stage in Ma’an Governorate ‎ in the scholastic year 2023/2024. The study used a questionnaire consisting of (30) items distributed into three domains, and the validity and reliability of the questionnaire was confirmed. The results revealed that the degree of using TA in teaching Arabic language from the point of view of secondary school teachers is high, and there are no statistically significant differences in the estimates of Arabic language teachers for the degree of using TA in teaching Arabic language attributed to gender and years of experience. The researcher recommended enhancing technological infrastructure required for employing TA in teaching all subjects in secondary stage.

The reality of using technological applications in teaching the Arabic language from the point of view of secondary school teachers in Ma’an Governorate

This study aimed to reveal the degree of using technological applications (TA) in teaching Arabic language from the point of view of secondary school teachers in Jordan, and the study relied on the analytical descriptive approach. The sample of the study consisted of (74) male and female Arabic language teachers who are teaching secondary stage in Ma’an Governorate ‎ in the scholastic year 2023/2024. The study used a questionnaire consisting of (30) items distributed into three domains, and the validity and reliability of the questionnaire was confirmed. The results revealed that the degree of using TA in teaching Arabic language from the point of view of secondary school teachers is high, and there are no statistically significant differences in the estimates of Arabic language teachers for the degree of using TA in teaching Arabic language attributed to gender and years of experience. The researcher recommended enhancing technological infrastructure required for employing TA in teaching all subjects in secondary stage.

Psychometric Properties of the Arabic Version of the Mindfulness in Teaching Scale

Objectives: Interest in Mindfulness in several professions including teaching has increased. To develop the techniques and methods based on mindfulness, several research papers were carried on this topic in teaching according to a comprehensive definition that takes into account awareness, memory and retention to describe a variety of teaching practices, processes and features. Methods: The original version of the Mindfulness in Teaching Scale (MTS) was in English. The researchers translated it into Arabic and administered it to a sample of 554 Jordanian teachers. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) supported a two-factor structure (teacher intrapersonal mindfulness and teacher interpersonal mindfulness) as proposed by the scale’s authors. Results: The results have demonstrated that the Arabic version of the mindfulness in teaching scale consisting of 14 items and two subscales is valid and reliable for teachers in Arabic speaking countries. The means, standard deviations, skewness, and kurtosis of the MTS-A items were obtained. Mean and standard deviation values ​​ranged from 1.58 to 3.65 and 0.841 to 1.21, respectively, indicating a narrow dispersion in participant responses around the mean. Conclusions: The primary goal was to assess the MTS-A's validity and reliability among teachers in Jordan. With 9 items representing teachers' intrapersonal mindfulness and 5 items indicating teachers' interpersonal mindfulness, the 14-item two-factor CFA demonstrated that the model fit the data well. The findings show that the Arabic mindfulness in teaching scale, which consists of 14 questions and two subscales, is valid and trustworthy for use by instructors in Arabic-speaking regions.

The Role of Jordanian Teachers in Promoting an Islamic Culture of Tolerance from First-Semester Students’ Point of View

This study aims to identify the role of Jordanian teachers in promoting an Islamic culture of tolerance from the perspective of basic-stage students in Jordan. It also aimed to determine the difference between the students’ opinions regarding their views and the role of the Jordanian teacher in promoting the Islamic culture of tolerance according to the gender and geographical location of the school. This study used quantitative and descriptive approaches, in which the data were collected using a questionnaire consisting of 28 items. The questionnaire was distributed to a sample of 1,000 male and female students in the first semester of the year 2023/2024. After conducting the necessary statistical treatments, 19 items in the questionnaire received a high score and nine items received a moderate score. Furthermore, the questionnaire showed a high score for the scale, with a mean of 2.76 and a standard deviation of 0.62. The results of the study showed no statistically significant differences depending on the gender variable, while the results of the study showed that existence differences function statistically be consoled for the variable of the geographical location of the school and in favor of the school in the village.

Science and Math Teachers’ Satisfaction Level towards the Electronic Educational Supervision

The study aimed to identify the satisfaction level of Jordanian science and mathematics teachers toward electronic educational supervision and their relationship with educational supervisors. The study population included all Jordanian teachers of science and mathematics. The sample size of the study was 184 male and female teachers. The data was collected using a questionnaire that the researchers built and ensured its validity and reliability, and then published it to the study community electronically according to the snowball method. The study concluded that the average level of Jordanian science and mathematics teachers’ satisfaction with electronic supervision and their relationship with educational supervisors was within the middle category. The results indicated statistically significant differences in the satisfaction of Jordanian science and mathematics teachers with the educational supervisors of the school type in favor of private schools. The results did not indicate statistically significant differences in the level of Jordanian teachers’ satisfaction with the electronic supervision of the rest of the study variables (the teacher’s gender, the number of years of experience, and the teacher’s possession of technical skills). Accordingly, the study reached several recommendations: maintaining a culture that fosters distance learning by promoting mechanisms for the use of technology in teaching, learning, and supervision at the course level or at the school level annually.

Distance Education: The Satisfaction Level of Science and Mathematics Teachers towards the Electronic Educational Supervision

The study aimed to assess the satisfaction of Jordanian science and mathematics teachers with electronic educational supervision and its correlation with their interactions with educational supervisors. The research encompassed all science and mathematics teachers in Jordan, both genders, across public and private schools in the Irbid Governorate. The study's sample comprised 184 male and female teachers. Data collection involved a meticulously validated and reliable questionnaire disseminated electronically through the snowball method. Statistical analyses, including means, standard deviations, frequencies, percentages, and one-way analysis of variance (ANOVA), were employed to address the research questions. The findings revealed that Jordanian science and mathematics teachers, on average, reported a moderate satisfaction level with electronic supervision and their associations with educational supervisors. Statistically significant differences were observed in satisfaction levels based on school type, favoring private institutions. However, no significant variations emerged concerning other factors like gender, years of experience, and technical skills possession. Consequently, the study proposed several recommendations: fostering the culture of electronic supervision, incorporating distance education as a viable alternative, or integrating it gradually into courses annually. It emphasized the need for comprehensive training in educational technology for teachers and supervisors to enhance their value addition. Infrastructure readiness, including equipment and high-speed internet, was underscored for effective implementation. The study advocated for ongoing research to address challenges and optimize e-learning and supervision methodologies. Ultimately, the goal is to ensure a seamless integration of technology into education, thereby improving overall satisfaction and efficacy in the learning environment

Language Assessment Purposes Most ‎Frequently Used Among Arabic Language ‎Teachers in Jordan

Abstract: The study aimed at revealing the most frequently ‎used language assessment purposes used among Arabic ‎language teachers in Jordan and whether this differs according ‎to their qualifications and years of experience. To achieve the ‎aims of the study, a 24- items language assessment purpose ‎scale was , distributed into three domains: assessment of ‎learning, assessment for the purpose of learning, and the ‎assessment as learning itself. The sample of the study consisted ‎of 205 Arabic teachers in the schools affiliated with the Bani ‎Kenana district in Irbid governorate, selected by the accessible ‎method. The results of the study showed that the assessment of ‎learning was the most frequently used by Arabic language ‎teachers, Following this came the assessment for the purpose of ‎learning, and finally the assessment as learning itself. The ‎results also showed that there were no statistically significant ‎differences in their rates of language assessment purposes most ‎frequently used due to their qualifications and years of ‎experience. In light of these results, the study recommends ‎holding training courses for Arabic language teachers in ‎assessment for learning and assessment as learning.‎ ‎(Keywords: Language Assessment, Language Assessment ‎Purposes, Arabic Language Teachers)‎

The Degree to which Career Education ‎Teachers are Practicing the 21st Century ‎Skills as Perceived by the Educational ‎Supervisors and School Principals in Jordan ‎

This study investigates the degree to which career education ‎teachers are practicing the 21st Century Skills as perceived by ‎the educational supervisors and school principals in Jordan. The ‎study sample consisted of (33) supervisors and (55) principals. ‎A self-completed questionnaire was employed, and consisted of ‎‎(55) items distributed over five domains, where its reliability ‎and validity were verified. The results of the study revealed the ‎following: 1. The overall Mean score for the degree of teachers’ ‎practices reached (3.45) with standared deviation of (0.812), ‎which indicates a moderate degree of practices. 2. The Means ‎for the degree of the teachers’ practices, were ranked, according ‎to the main domains, respectively, from the highest to the ‎lowest effectiveness, as follow: collaboration and interaction, ‎life and career skills, learning and instructionnal innovation, ‎critical thinking and problem solving, and finally information ‎and communications technology skills, with Mean scores of ‎‎(3.69, 3.68, 3.47, 3.40, and 3.06). 3. The study conclud with ‎several recommendations, among which are, that the ‎professional development programs for Prevocational education ‎teachers in Jordan should be enriched with with special focus ‎on the domain of information and communication technology.‎ ‎(Keywords: Educational Supervisors, Efffectiveness, , ‎Prevocational Education Teachers, School Principals and 21st ‎Century skills)‎

Required training needs for talented student teachers after the coronavirus pandemic

This study aims to identify the training needs of gifted students and the modern education system during the study of the coronavirus pandemic. This research is a combination of observation and in-depth analysis. One hundred eleven valid survey questionnaires were collected from a sample of 150 teachers in the Capital Governorate schools in Jordan and distributed to the study's participants, which included teachers of gifted students. The conclusion was reached that Jordanian teachers of gifted students require far more training than what is now offered. The study also highlights that the most prominent training demands were related to the field of clarifying teaching plans. In light of the findings from the prior studies, the researcher suggests many recommendations such as, it is vital to pay attention to holding training courses periodically to raise the level of teachers of talented students for modern teaching approaches in the areas of teaching plans, teaching process, and assessment methods. Keywords: Assessment; talented student; teaching plans; teaching process; training