This study aimed to identify the degree of availability oforganizational requirements for the professional development of teachersin light of the objectives of the National Transformation 2020, which aredefined in the following dimensions: supporting school culture, schoolleadership practices, material and moral incentives, material and humanresources. This study also aimed to identify the statistical significantdifferences among the average of responding of educational supervisorsto the degree of availability of these requirements, which are attributed tothe difference in the variables (service in supervision, qualification,specialization).In order to achieve the objectives of the study, the researcherused the descriptive survey method and designed a questionnairecontained four dimensions to determine the degree of availability of theorganizational requirements for the professional development of theteachers. The questionnaire was applied in a comprehensive manner toall educational supervisors in Mecca Education schools. The number ofrespondents was (144) educational supervisors n the rate of (77%).The most important results of the study were: the organizationalrequirements for the professional development of teachers in light of theobjectives of the national Transformation plan 2020 obtained theavailability degree of (medium), where the supporting school culture ofthe professional development of teachers came in the first grade,followed by the school leadership practices in the second grade, then thematerial and human resources came in the third grade and in the fourthand final grade came the material and moral incentives. All thesedimensions obtained (medium) availability degree. The study showed thatthere were no statistically significant differences between the averageresponses of educational supervisors to the availability of requirementsfor the professional development of teachers, which are attributed to thedifference of specialization variable. while there were statisticallysignificant differences attributed to the difference in the scientificqualification in favor of the educational supervisors holding (bachelordegrees) and the difference in service of supervisors variable in favor ofthe years of service (10 years and more) and (from 5 to less than 10years) compared to (less of 5 years).In the light of the results of the study, the researcherrecommended the following items: establishing an incentive system thatsatisfies the needs and aspirations of teachers and pushes them towardsself- and professional development. Engagement of teachers indeveloping their own professional development plan. Helping the schoolleaders to join the courses of the preparation of trainers and takingadvantage of universities and researches in training teachers on theprocedural research performance skills.
This study aimed at investigating the effect of morphologicalawareness/analysis on Palestine university EFL high vs. lowachievers‟ inferential comprehension. The researcher conducted anexperiment on a sample of EFLLs during the first semester of theacademic year 2018-2019. The participants of the study, who havebeen working as teachers at UNRWA schools and were enrolled inEnglish 2 course, consisted of (45) male and female studentsdivided into two groups. The experimental group included (20)students; (12) females and (8) males, while the control groupincluded (25) students; (12) males and (13 females). The controlgroup members were taught the activities of English (2) course usingthe regular method while the experimental group members weretaught the activities of the same course using the morphologicalawareness strategy. The researcher adopted and adapted aninferential comprehension pre/posttests and used it as a main tool inthis study. The test was rated twice; by the researcher and anothercolleague from the university, and the mean of the two scores weregranted as a final score of the participants of the study on thepre/posttests. Results revealed that morphological awarenesstraining has a large positive effect on developing the inferentialcomprehension of Palestine University EFL high and low achievers.
The current study designed to statistically describe teachers’ perceptions byasking questions on arts education and analyze the data for possible relationships of theseexperiences and perceptions. To accomplish this goal, this study used a surveyquestionnaire to investigate the perceptions of art education teachers, regarding theimportance of art viewing, art making, and visual art education for students’ academicachievements.Teachers had participated and answered the questionnaire. The analysisestablished positive relationship between students’ achievement and visual art education.In general, the survey’s results confirmed the hypothesis that visual arts educationcorrelates with students’ positive educational outcomes. After reviewing the literature inthis area and receiving responses to the questionnaire, suggestions and recommendationsfor future research in art education curriculum will be offered.