Jordanian Teachers Research Articles

Using an integrated mixed method approach to determine the influence of educational and technological factors on the use of video technology among secondary school teachers in Jordan

This study examines the extent of influence educational and technological factors have on the level of engagement of the video-based pedagogical responses, and by extension the level of acceptance and use of video technology in teaching, in the context of secondary school teachers in Amman city, Jordan. Educational factors considered were type of school, teaching experience, teaching grade and subject been taught. Technological factors considered were access to the internet and whether teacher has IT support. An integrated mixed method approach was used incorporating both quantitative and qualitative techniques. The ANOVA statistical analysis method was used for the quantitative analysis component. Results from this study were then viewed through the lens of the Technology Acceptance Model theoretical framework for additional insight. It was found that not all the educational and technological factors considered have a statistically significant influence on teachers’ level of engagement of the video-based pedagogical responses. The only factor that has a statistically significant influence over all components of the video-based pedagogical responses is the subject being taught, in particular, science-related subjects. In other words, teachers who taught science-related subjects were found to engage in all components of the video-based pedagogical responses. Therefore, according to the interpretation of the Technology Acceptance Model framework in this study, teachers who teach science-related subjects will likely lead to acceptance and use of video technology by both teachers and students due to usefulness and ease of use being perceived. Acceptance and use of video technology will likely lead to an enhanced pedagogical outcome.

Environmental Literacy among Prospective Classroom Teachers in Jordan

This study aims to determine the level of environmental literacy among Prospective teachers by considering its three aspects (knowledge, attitudes, and behavior), the relation between these aspects, and the impact of the academic year level on environmental literacy. It also intends to explore the sources that students draw on to develop environmental literacy. The study sample consists of 112 female students enrolled at the University of Petra, Amman, Jordan, in the Department of Education Science. A questionnaire was created by the researcher to collect data composed of five parts and a total of 62 items to measure environmental literacy and to identify the sources that students depend on to obtain environmental Literacy. The results of the study showed that prospective teachers had positive attitudes toward the environment as the percentile grade was 77%. However, environmental knowledge was lower than the acceptable level as the percentile performance on the test reached 50.7%; also the level of environmental behavior was less than the acceptable level as it reached 65%. The results also showed that there are statistically significant differences in environmental attitudes among prospective teachers according to their academic level which was favorable to 4th-year students. The study also showed that there was a positive and significant correlation reached (0.437) between students’ environmental attitudes and their behavior. https://doi.org/10.26803/ijlter.18.12.16

Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices

<p> </p><p class="Default">This study examines the potential effect of <em>Shaping the Way We Teach English</em>, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of <em>classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, </em>and<em> reflection</em>, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter. The study concludes with pedagogical implications and recommendations for further research.</p><p><span style="font-family: Times New Roman; font-size: medium;"><br /></span></p>

Role of Jordanian Schools in Addressing the Effects of Cultural Globalization

The phenomenon of globalization and cultural pollution is one of the most sensitive and dangerous issues that Arab world is witnessing today, which negatively affects the behavior of young people and adolescents. The current research seeks to reveal the role of Jordanian schools in addressing the effects of cultural globalization, in addition to revealing the challenges faced by Jordanian schools in dealing with these effects and acknowleging the appropriate school roles for the Jordanian educational system in addressing the effects of cultural pollution among the students of the basic stage in Jordanian schools. In order to achieve the objectives of the research, the descriptive-developmental approach was used. The research was applied to a sample of the primary stage teachers in Jordan. Keywords: Globalization, cultural pollution, Jordan, teachers, schools. DOI : 10.7176/JEP/10-33-13 Publication date: November 30 th 2019

Obstacles to using the Laboratory in Teaching Physics from the Point of View of The Physics Secondary School Teachers in the Central District Directorates in Jordan: معوقات استخدام المختبر في تدريس الفيزياء من وجهة نظر معلمي الفيزياء للمرحلة الثانوية في مديريات إقليم وسط الأردن

This study aimed at identifying the obstacles that face Physic teachers while using the laboratories in teaching high school stages in the Central District Directorates in Jordan, as the researcher conducted an analytical survey through distributing a questioner including five dimensions, which are; the laboratory technician, tools and machineries, physics syllabus and school’s schedules, librarian and teacher and students. The random sample consisted of a number (90) are all male and female teachers high school stage physic teachers in the Central District Directorates. The findings of the study showed that the most challenging obstacles were as followed using the laboratory had the mean (3.86), physics syllabus and school’s schedule had the mean (3.85), librarian and teacher had the mean (3.77), students had the mean (3.57) and at the end tools and machineries had the mean (3.51). All of which are rated (high). Therefore, there was not any statistical significant among all the means that hinder using laboratories among high school physic teachers’ attitudes in the Central District Directorates due to the limitation of teachers’ experiences. According to the study there were number of recommendations in order to overcome the obstacles and difficulties of using the laboratory by physic teachers in Jordan 's schools in general. The necessity of providing the following requirements such as having big laboratory in each school with a special lab had the mean (3.77), the needed instruments, supplying electricity and water, gas and safety conditions. Also, shorting the number of students to accommodate the space of labs. Supervisors visits should be carefully scheduled to lead teachers as well as trainings and workshops to increase teacher profitability. Further studies are recommended on the role of schools administrations in making school labs more effective and another study on virtual labs in helping physic teacher making experiments and making labs experiments guidance alongside with automated exams

The Image of Scientists among Pre-Service Classroom and Child Education Teachers in Jordan

The Image of Scientists among Pre-Service Classroom and Child Education Teachers in Jordan

Six Thinking Hats: An Analysis of the Skill Level of Jordanian Vocational Education Teachers and the Extent of Skill Application

The study aims at identifying the level of the practising Six Thinking Hats strategy by vocational teachers in Jordan. Further, it aims to examine the relationship between the skill level and the extent to which this skill is used from the students’ point of view. To achieve these objectives, two questionnaires were used, each of which consists of 24 items, four items in each thinking-style category. The 2017-2018 study sample involves four hundred random teachers and students from schools of the North, Central and South regions of Jordan. The study found that vocational education teachers possess very high skills of using the Six Thinking Hats framework and practice them inside the classroom. Moreover, results revealed that there is no difference in the level of possession of this skill between teachers of a different gender. Students did not notice any difference in the way teachers of different genders used this skill in practice.  The findings suggest implementing workshops and training courses for teachers to minimise black hat thinking and improve the yellow hat and blue hat thinking skills.

Classroom Authentic Assessment Strategies and Tools used by English Language Teachers in Jordan

Classroom Authentic Assessment Strategies and Tools used by English Language Teachers in Jordan

The Reality of Education on Global Citizenship in Jordanian Schools

The study aimed at identifying the reality of education on international citizenship in Jordanian schools from the point of view of the secondary school teachers in Jordan and knowing that there are statistically significant differences at the level of (α = 0.05) in the sample of the study due to gender, specialization and years of experience. The study consisted of (33) items divided into (3) areas (school administration, school curriculum and teacher), and the sample of the study consisted of (516) teachers and teachers of secondary school in Balqa Governorate. the tool.
 
 The results showed that the reality of education on global citizenship in Jordanian schools from the point of view of teachers came to a medium degree of the tool as a whole, and where the order of areas as follows: teacher, school administration, school curriculum. The results also showed that there were significant differences in (α = 0.05) in the field of school administration due to the gender variable and for the benefit of males, and there were no statistically significant differences in the school curriculum, teacher and the tool as a whole due to gender variable. (1 to 5 years), and there were no statistically significant differences in the school curricula, school administration, and the whole instrument due to the difference in specialization. For the variable of experience of the recommendations in the light of the results reached by the need to rehabilitate and train teachers and school administrations on how to achieve education on global citizenship by subjecting them to multiple training programs before and during the service and the need to include values, knowledge and skills of education on global citizenship in the school curriculum more clearly and accurately. Which is based on critical thinking, problem solving, cooperative work and work through projects.

Epistemological Beliefs and Teaching Practices of ICT Teachers in Jordan

Epistemological Beliefs and Teaching Practices of ICT Teachers in Jordan

Burnout among nurses and teachers in Jordan: a comparative study

Aim of the studyThis study was conducted to evaluate burnout among nurses and teachers in Jordan, and to explore the differences between them. Several demographic factors were examined to evaluate their effect on burnout levels in both professionsSubject or material and methodsThis study adopts the descriptive cross sectional design and was performed on 240 total participants; 120 nurses and 120 teachers. A modified Maslach Burnout Inventory (Modified-MBI) was used to assess the three dimensions of burnout.ResultsThe results of this study showed moderate levels of burnout among both nurses and teachers; however statistical analysis indicated that nurses had significantly higher level of burnout than teachers. Moreover, this study showed that sex, marital status and experience significantly affected the level of burnout in teachers but not in nurses. Educational level did not affect the level of burnout in either groupDiscussionThe results will be discussed according to the study questions.ConclusionsThis study should help in setting proper intervention plans and psychological programs to tackle this important problem

Jordanian twelfth-grade science teachers’ self-reported usage of science and engineering practices in the next generation science standards

ABSTRACTThis study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n = 315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included ‘using the diagram, table or graphic through instructions to clarify the subject of a new science,’ and to ‘discuss with the students how to interpret the quantitative data from the experiment or investigation’. The practice with the lowest frequency was ‘teach a lesson on interpreting statistics or quantitative data,’ which was moderately applied. No statistically significant differences at (α = 0.05) were found among these Jordanian science teachers’ self-estimations of (SEP) application into their own teaching according to the study’s demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (α = 0.05) was found among Jordanian high school science teachers’ practice means based on gender, with female teachers using SEPs at a higher rate than male teachers.

The Degree of Using Social Media in the Educational Process from the Perspective of Teachers in Jordan

This study aimed at investigating the degree of using social media in the educational process by the teachers of the upper-primary stage in Jordan from teacher’s perspective. The survey method used in this study is the descriptive method. The data were collected using a questionnaire and was developed to achieve the objectives of the study. The population of the study includes 37703 teachers of the upper primary stage in governmental and private schools, supervised by the Ministry of Education in Jordan for the academic year (2016/2017). The study sample consisted of 2133 teachers (766 male teachers and 1367 female teachers) who were randomly selected according to the stratified random sampling. The first question was answered by calculating the mean and the standard deviations of the sample individual’s responses based on the items of the questionnaire related to the degree of using social media in the educational process in the upper primary stage in Jordan. In answering question one, the mean and the standard deviations of the responses of the sample individuals were calculated on the questionnaire based on the degree of using social media in the educational process in the upper primary stage in Jordan in general, and also for each dimension of the study questionnaire. Results of question one showed that the degree of using social media means by the teachers of upper primary stage in Jordan was low. In answering question two, the significant statistical differences (α = 0.05) based on the degree of using social media in the educational process by the teachers of the upper primary stage in Jordan due to their gender, school type, and academic qualification were examined through calculated means, standard deviations, the independent samples t-test, and one way analysis of variance (ANOVA). Results of question two showed that there are statistically significant differences at α = 0.05 on the scores of the respondents in the study sample. This, however, can be seen in terms of the dimensions of the degree of using social media by teachers of upper primary stage in educational process in Jordan, for the whole tool, due to gender in favor of males. The differences were in the dimension of knowledge, skills, and value for males. In terms of the social dimension, the differences were in favor of females. There are no statistically significant differences at α = 0.05 on the degrees of the respondents to the study sample on the dimensions of the use of social media by teachers of upper primary stage in educational process in Jordan, and based on the degree of overall tool, according to school type variable (governmental, private). In the light of the study results, a number of recommendations were proposed, including enhancing the methods of the use of social media means in the educational process, and overcoming the obstacles that hinder the use of social media in the learning and teaching process.

A Proposed Future Vision for Improving the Virtual Learning Culture in Jordanian Schools

The present study aimed to identify the future vision for developing the culture of virtual education in Jordanian schools by identifying the reality of the virtual education culture and the difficulties in applying this type of education.The study sample consisted of (2000) teachers and teachers representing all the directorates of education in Jordan, and were selected in the random stratified manner.The results showed that the reality of the virtual education culture in Jordanian schools from the point of view of the primary stage teachers in Jordan was high and that the difficulties facing virtual education in Jordan were high. Based on the results, the paper recommended to Bringing up people who accept the culture of change and adapt to it which shall enable them to seek achieving their ambitions and develop their potentials. and Promoting a culture that is based on a scientific methodology and employing people’s mental skills and scientific methods to find practical solutions for societal problems. The vision’s outlines include developing a personality that is capable to reach knowledge through using various sources of information.

Analysis of the Types of Classroom Questions Which Jordanian English Language Teachers Ask

The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman- Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers’ questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open- ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level.

السلوک الإبداعی لدى معلمی التربیة الخاصة فی الأردن ومعوقاته من وجهة نظرهم Creative Behavior of Special Education teachers in Jordan and its Obstacles

هدفت الدراسة الحالية إلى معرفة مستوى السلوک الإبداعي لدى معلمي التربية الخاصة في الأردن، والتعرف على الفروق فيه وفقا لمتغيرات جنس المعلم، المؤهل العلمي، سنوات الخبرة والتخصص، وتعرف معوقات السلوک الإبداعي لدى معلمي التربية الخاصة من وجهة نظرهم. وتکونت عينة الدراسة من (145) معلما ومعلمة من معلمي التربية الخاصة اختيروا بالطريقة القصدية من العاصمة عمان. واستخدمت استبانة السلوک الإبداعي بعد التحقق من دلالات صدقها وثباتها. وأظهرت النتائج أن درجة ممارسة معلمي التربية الخاصة في الأردن للسلوک الإبداعي جاءت بدرجة تقدير متوسطة حيث بلغ المتوسط الحسابي (3.58)، وأظهرت النتائج وجود فروق ذات دلالة إحصائية في السلوک الإبداعي ککل تعزى لمتغير الجنس لصالح الإناث، وفي متغير التخصص لصالح معلمي صعوبات التعلم، في حين لم تظهر فروقا إحصائيا على متغيري المؤهل العلمي وسنوات الخبرة. وکشفت النتائج عن وجود قائمة لمعوقات السلوک الإبداعي لدى معلمي التربية الخاصة. وأوصت الدراسة إلى أهمية رفع مستوى السلوک الإبداعي لدى معلمي التربية الخاصة من خلال تقديم الدورات التدريبية والندوات والمحاضرات للمعلمين مع الترکيز على مجال حل المشکلات والأصالة أثناء التدريب. The current study aimed at identifying the level of creative behaviors of teachers of special education in Jordan and its obstacles from their point of view based on gender, educational qualifications, years of experience and Specialization . The sample of the study consisted of 145 special education teachers both males and females who were chosen purposefully from the capital Amman. The survey of creative behavior was used and validity and reliability measures were done. The results indicated that the level of special education teachers practicing creative behaviors in Jordan was moderate with a mean of (3.58). The results also indicated significant differences in creative behavior as a whole based on gender, being better for females. As for the major, it was better for teachers of learning disabilities; however no significant differences were found due to educational qualification and years of experience. The results identified a list of obstacles for creative behaviors of special education teachers. The study recommended the importance of raising the level of creative behaviors of special education teachers by conducting workshops and seminars with concentration on problem solving and authentication.

The Effectiveness of a Training Programme for Developing the Vocational Literacy of Secondary Vocational Education Teachers in Jordan

The Effectiveness of a Training Programme for Developing the Vocational Literacy of Secondary Vocational Education Teachers in Jordan

Kuwaiti Teachers' Perceptions of Voice Handicap

The study aimed to investigate the effects of age, gender, level of education, experience, and class level taught on the perception of voice handicap by Kuwaiti teachers using the Arabic version of the Voice Handicap Index (VHI-Arab). The mean VHI scores of Kuwaiti teachers were compared with those of Jordanian and Emirati teachers. The study had a cross-sectional survey design. A total of 460 individuals (100 controls and 360 teachers) participated in this study and completed the paper copy of the VHI-Arab. We recruited 360 teachers, 180 males and 180 females (age range: 20-50 years), from 60 schools in 6 Kuwaiti districts. Teachers' VHI scores were compared with 100 nonteaching voice users (50 males and 50 females, with an age range of 18-42 years). Female teachers scored significantly higher than male teachers in all subscales (ie, physical: P = 0.02; emotional: P = 0.007; total: P = 0.017), except for the functional subscale (P = 0.147). Elementary school teachers scored significantly higher than teachers of other levels (middle and high school) in all VHI subscales (physical: P = 0.047; emotional: P = 0.01; total: P = 0.039), except for the functional subscale (P = 0.47). The mean score of Jordanian teachers was higher than that of Kuwaiti and Emirati teachers in all VHI subscales. Teachers with a more favorable teaching environment scored better on the VHI. Gender differences were found in all the Arabic nationalities studied. Female teachers of the elementary level, in particular, should be the focus of attention of efforts to prevent voice damage.

The Effectiveness of a Training Program for Developing the Attitudes toward Vocational Education of Secondary Vocational Education Teachers in Jordan

The Effectiveness of a Training Program for Developing the Attitudes toward Vocational Education of Secondary Vocational Education Teachers in Jordan

Teachers’ perceptions of multicultural education: a study of middle and high school social studies teachers in Jordan

Jordanian social studies teachers’ viewpoints on teaching multicultural education in social studies classes need further exploration to understand and explain the existing phenomena and eventually to find a solution. It should be pointed out that most research studies conducted on multicultural education in Jordanian social studies classrooms focused on textbook content analysis. None have focused specifically on multicultural education in social studies at the secondary school level, particularly on secondary and middle school instructors’ teaching strategies. The researcher interviewed 15 Jordanian middle and high school social studies teachers about their perceptions of teaching multicultural education. Two groups of (middle school) and (high school) teachers were selected using “purposive” sampling. The data was analyzed qualitatively including the translations of the interviews, the Ministry of Education’s teaching guidelines, and textbook teacher manuals. The study's results indicated that Jordanian social studies teachers are not very familiar with the definition and teaching strategies of multicultural education. The Jordanian Ministry of Education does not require teachers to teach multicultural education. In addition, teachers’ guidelines from the Ministry of Education textbooks focused largely on content with only minor references to teaching multicultural education. The current study concluded that the current Jordanian social studies curriculum is deficient in terms of multicultural education. In addition, Ministry of Education guidelines related to teaching social studies at the middle and high level revealed little discussion of multicultural education and do not suggest strategies to aid the teachers in the instructional process.