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Table (3.5)The Final Construction of the QuestionnaireNo Questionnaires Domains Number of items1- Training Programme Goals 92- Training Programme Content 183- Training Methods and Techniques 94- Training Programme Evaluation Tools 105- Training Programme Time and Resources 96- The Programme Trainers 10Total six domains 65• Construct Validity of the QuestionnaireConstruct validity is the second statistical test used to test the validity of the questionnairestructure by testing the validity of each domain and the validity of the whole questionnaire.This type of validity indicates the correlation of each item degree with the total average of thequestionnaire (Levine et al., 2003, p.267). The researcher used Pearson correlation formula tocalculate the correlation between the score on each domain of the questionnaire with the totalscore of the questionnaire and also Pearson correlation formula was used to calculate thecorrelation between the score on each item of the questionnaire with the total score of thequestionnaire by using the statistical analytical programme (SPSS).The correlation coefficiencyof the questionnaire can be illustrated in the following tables.- 95 -
Table (3.6)Correlation Coefficient of Each Item in Domain (1)ItemsSpearmanCorrelationCoefficientP-Value(Sig.)1234567890.5110.5750.4390.5670.5180.6250.6570.5410.6770.0050.0010.0200.0020.0060.0000.0000.0040.000* Correlation is significant at the 0.05 levelTable (3.6) above clarifies the correlation coefficient for each item of the first domain and thetotal of the first domain. The p-values (Sig.) are less than 0.05, so the correlation coefficientsof this domain are significant at α = 0.05, so it can be said that the items within this domainare consistent and valid.Table (3.7)Correlation Coefficient of Each Item in Domain (2)Items CorrelationValueP-Value(Sig.)123456789101112130.4320.7190.7190.4250.6640.5440.5960.6650.4920.4870.5200.4920.6130.0210.0000.0000.0240.0000.0030.0010.0000.0080.0090.0050.0080.001- 96 -
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The Islamic University- GazaDeanery
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ACKNOWLEDGMENTIn the Name of Allah,
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Evaluating the Inservice Training P
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2.2.3 Systematic and Intentional Pr
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5.8 Final Conclusions 1765.9 Recomm
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List of Figures Used in the StudyNo
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Chapter IStudy Statement and Backgr
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The Quranic celebration of knowledg
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that, “Continuous high quality pr
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study attempts to explore the reali
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2. It presents a set of comprehensi
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EvaluationEvaluation can be defined
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Chapter IIReview of Related Literat
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Chapter IILiterature ReviewIntroduc
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the umbrella of this trend (Abed Ha
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2009; Fraser et al., 2007, Remeirs
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3. The rapid technological, economi
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1. Informing teachers about changes
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2. Changes in students‟ learning
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(good) condition of a people as lon
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In brief, the success of INSET prog
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1. Training with the traditional no
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2.6.2 Innovative modelsThe innovati
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2. Some participants in the group m
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According to Lakshami (2009, p.14)
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These six major components of the I
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To conclude, overcoming all previou
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2. Participant learning, which meas
Page 58 and 59: Table (2.1)Guskey’s Evaluative Mo
Page 60: 2.8 Contemporary Principles of High
Page 63 and 64: • Planning INSET content in the l
Page 65: 1. Survey questionnaires.2. Open-en
Page 68 and 69: Section IIAn Overview of Related Pr
Page 70 and 71: In addition, the studies purposes,
Page 72 and 73: constraints, and lack of practical
Page 74 and 75: importantly conducting more detaile
Page 76 and 77: showed positive participants satisf
Page 78 and 79: A further relevant study was perfor
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Page 82 and 83: teachers' attitudes, beliefs and pr
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Page 86 and 87: Following the same track of evaluat
Page 88 and 89: levels of achievements. Thus, a rec
Page 90 and 91: Under the same umbrella, Podhajski
Page 92 and 93: 101 students in the control group.
Page 94 and 95: utilizing collaboration, taking adv
Page 96 and 97: IntroductionChapter IIIMethodology3
Page 98 and 99: Table: (3.1)Distribution According
Page 100 and 101: eferred to either as trends, standa
Page 102 and 103: 3. Researchers ListsThis category i
Page 104 and 105: 2. Most of the surveyed countries h
Page 106 and 107: 5. The third draft was distributed
Page 110 and 111: 14 0.63915 0.80715 0.52717 0.51518
Page 112 and 113: of this domain are significant at
Page 114 and 115: Table (3.13)Cronbach's Alpha Correl
Page 116 and 117: 3. Information can be obtained more
Page 118 and 119: 5. Getting the permission from UNRW
Page 120 and 121: Chapter IVThe Study FindingsIntrodu
Page 122 and 123: established in December 1964 as a j
Page 124 and 125: 2. Training TechniquesThe main trai
Page 126 and 127: 2. To provide English teachers with
Page 128 and 129: 4.2 The Answer of the Second Questi
Page 130 and 131: 4. Training Programme Content (62.1
Page 132 and 133: (applicable - can be applied in cla
Page 134 and 135: The previous Table (4.5) clarifies
Page 136 and 137: Table (4. 7) also shows that:• Th
Page 138 and 139: 10 (are applied systematically (at
Page 140 and 141: In addition, Table (4.11) shows tha
Page 142 and 143: In addition, Table (4.13) shows tha
Page 144 and 145: Table (4.20) below shows the freque
Page 146 and 147: NoKruskal -Wallis teststatisticP-va
Page 148 and 149: DomainKruskal -Wallis teststatistic
Page 150 and 151: Table (4.21)Frequencies and the per
Page 152 and 153: 8. Traditional but good and needed
Page 154 and 155: 4.5.5 Question (5): “What comment
Page 156 and 157: 4.6 The Answer of the Sixth Questio
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Chapter VDiscussion, Conclusions, a
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Acknowledging such limitations, EDC
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proved in the questionnaire results
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(68.26%) and item number 9 (develop
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• Lack of overall policies and co
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4. Lack of practicality, in the sen
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4. Inadequate follow up of the prog
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than the other districts. This resu
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give us more stimulation and it wil
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5.6.2 DifferencesIn contrast to the
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training facilities. The Suggested
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particular issues as proved within
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6. Trainers’ selectionRashed (200
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• Recent: using recent tools as p
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Figure (5.1): the Suggested Evaluat
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The Future Suggested INSETProgramme
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9. Lack of focus on the linguistic
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3. Establishing planning and evalua
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Recommendations for Educationalists
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ReferencesThe Holy Qur‟an.Abdal-H
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Boyle, B., Lamprianou, I., & Trudy,
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Darling-Hammond, L.,Wei,R., Andree,
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Guskey. ( 1997) Research Needs to L
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Ji -Kim, S. (2008). An Examination
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Marek, E. A., & Methven, S. B. (199
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Porter, A., Garet,M., Desimore L, B
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Strucchelli, A. (2009). Inquiry in
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Appendices199
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Appendix (2) Studies ListNO The Stu
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NO ThecountryAppendix (4) Countries
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Appendix (5) The Final List of the
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Appendix (6) the First Draft of the
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Appendix(7) The second Draft of the
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Training Programme Evaluation Tools
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Appendix (8) The Third Draft of the
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Peer ObservationIn its simplest mea
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Appendix (9) The Final Questionnair
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Peer ObservationIn its simplest mea
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Appendix (10) Interview Consultatio
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Line Transcript Text Open codeInter
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Line Transcript text Open codeParti
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contemporary techniques and methods
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..you may say the allowed…the ava
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Participant 1 : we dream of a day t
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Appendix (12) Questionnaire Consult
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Appendix (14) Permission (1)235
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Appendix (16) Focused Group Intervi
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3..73..7/6/21-6/35/6/33-6/18The Tra
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Content of Training Course Programm
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NoNo NeedLow NeedModerateNeedHighNe
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Part V: INSET programme Evaluation
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Appendix (21) Suggested Useful Webs
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بسن اهلل الرحوي الر
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