The Islamic University- Gaza Deanery of Higher Education Faculty of ...

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In addition, Table (4.11) shows that:1. The highest item is number 7(The programme duration is sufficient for achieving itsgoals) with a ratio weight of 58.70%.2. The lowest items were items number ,9, 8 and 6 as shown below in a descending order asfollows:• The chosen time for training sessions is convenient for trainees‟ schedules (46.52%)• The programme provides sufficient incentives such as career promotion (43.91%)• The programme provides sufficient incentives such as salary increase (34.35%)4.3.6 Domain (6) “The Programme Trainers”Table (4. 12) below shows that a total of 52.18% of the trainees‟ responses are in accordancewith the stated items in the sixth domain while 6.52% are not. Such responses reflecttrainees‟ satisfaction and positive attitude towards programme trainers.Table (4.12)Response to Domain (6) Items (1-10)ResponsesTo a very small extentTo a small extentTo a moderate extentTo a large extentTo a very large extentPercentage%2.174.3541.343.488.70- 127 -
AverageTheRatioWeightRankp-value(Sig.)Table (4. 13) below shows the mean, the ratio weight, sign value and ranking of each item ofthe sixth domain “The Programme Trainers"Table (4. 13)Arithmetic average and the probability of value (Sig.) for each item in Domain (6)ItemsDomain(6) " The Programme Trainers "1.are competent and highly qualified3.608772.174.50.0012.are interested in keeping gentle relationshipswith trainees3.760975.221.50.0003.4.are capable of using technological devicesefficientlyare punctual3.50003.565270.0071.30860.0030.0015.6.vary their training techniques according totrainees needs and levelsinvest the training time properly3.39133.434867.8368.701090.0070.0047.provide trainees with chances for feedbackand comment3.717474.3530.0008.engage trainees in collaborative and activelearning3.521770.4370.0049.provide trainees with the needed follow upand support in their classrooms visits3.608772.17%4.50.00010. are preferred to be university professors ornative speakers trainersTotal3.76093.684875.22%73.70%1350.0000.000Table (4.13) above shows that the mean of “Programme Trainers” domain equals 3.6848, theweighted value equals (73.70%), and P-value = 0.000 which is smaller than the level ofsignificance 0.05. This means that the sixth domain is statistically significant and theaverage degree of responses to this domain differs from the degree of neutrality3. This meansthat trainees agree with items in the sixth domain.- 128 -
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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
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Table (2.1)Guskey’s Evaluative Mo
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2.8 Contemporary Principles of High
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• Planning INSET content in the l
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1. Survey questionnaires.2. Open-en
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Section IIAn Overview of Related Pr
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In addition, the studies purposes,
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constraints, and lack of practical
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importantly conducting more detaile
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showed positive participants satisf
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A further relevant study was perfor
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school principals and teachers is n
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teachers' attitudes, beliefs and pr
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lack of openness to change, lack of
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Following the same track of evaluat
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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 108 and 109: Table (3.5)The Final Construction o
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 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
Page 158 and 159: Chapter VDiscussion, Conclusions, a
Page 160 and 161: Acknowledging such limitations, EDC
Page 162 and 163: proved in the questionnaire results
Page 164 and 165: (68.26%) and item number 9 (develop
Page 166 and 167: • Lack of overall policies and co
Page 168 and 169: 4. Lack of practicality, in the sen
Page 170 and 171: 4. Inadequate follow up of the prog
Page 172 and 173: than the other districts. This resu
Page 174 and 175: give us more stimulation and it wil
Page 176 and 177: 5.6.2 DifferencesIn contrast to the
Page 178 and 179: training facilities. The Suggested
Page 180 and 181: particular issues as proved within
Page 182 and 183: 6. Trainers’ selectionRashed (200
Page 184 and 185: • Recent: using recent tools as p
Page 186 and 187: Figure (5.1): the Suggested Evaluat
Page 188 and 189: 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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