Teachers Training Programs in Public Schools and its Relationship to Raising their Teaching Efficiency from the Point of View of Supervisors and Teachers in the Northern Governorate

Abstract

The study aimed to identify the level of teacher training programs in public schools, and its relationship with raising teaching efficiency from the point of view of supervisors and teachers in public schools in the northern governorate, according to the variables: gender, academic qualification, years of experience, job title, and the directorate. To achieve this, the researcher used the descriptive correlational quantitative and qualitative approach (mixed) to collect data. A total of (369) male and female teachers and (118) male and female supervisors from public schools in northern governorates surveyed, while the interview was applied to a group of (10) teachers and supervisors. The researcher adopted two methods for the study. The first of which was a questionnaire, the second of which was the the interview tool that have been confirmed for their validity and reliability. As indicated by the results of the study, the level of teacher training programs in public schools was medium on the total score as well as in each of its four fields. Based on the interview results, the training programs are not at the required level, they need modifications to meet the needs of teachers. The overall score for teaching efficiency level was high which was reinforced by the results of the interview. The results confirmed that there are no statistically significant differences at the level of significance (α<.05) between the averages of the level of teacher training programs among teachers in public schools in the northern governorates, due to the variables of gender, academic qualification, years of experience, and the directorate, it also showed that there are statistically significant differences due to job title. Furthermore, the study showed that there are no statistically significant differences at the significance level (α<.05) between the average of teaching efficiency level among teachers in public schools in the northern governorates due to the variables of gender, academic qualification, years of experience, and the directorate, it also showed that there are statistically significant differences due to job title. The study indicated a statistically significant positive correlation between the level of teacher training programs, and raising teaching efficiency from the point of view of supervisors and teachers in public schools in the northern governorate. In addition, the domains of training program content, training program planning, and training evaluation are statistically significant for predicting teaching efficiency level from the point of view of supervisors and teachers in public schools in the northern governorate. Based on the findings of this study, the researcher recommends the necessity for the need to involve teachers in identifying and developing training topics based on training needs.