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NoKruskal –Wallis teststatisticP-value(Sig.)Table (4.14) above clarifies that there is no statistically significant difference between themeans of each domain due to the gender variable because the p- value is larger than 0.05.This can be justified since INSET is of crucial importance for every teacher whether male orfemale. It shows that all teachers regardless of their gender appreciate INSET role and theyare convinced of INSET worth and importance in refreshing and enriching their teachingcareers.(B) Years of Teaching Experience Variable“Is there a statistically significant difference at (α ≤ 0.05) between levels of trainees‟satisfaction regarding the inservice training programme due to years of teaching experiencevariable?The researcher used Kruskal-Wallis Test to answer this question. Table (4.15) above showsthat there is no statistically significant difference between the means of each domain due tothe years of teaching experience because the p- value is larger than 0.05.Table (4.17)Kruskal-Wallis Test of the Domains and their P-values for Years of experienceDomains1. Training Programme Goals are2. Training Programme Content3. Training Methods and Techniques4. Training Programme valuation Tools5. Training Programme Time andResources6. The Programme Trainers7. All the Domains* Average is significant at the 0.05 level1.2420.9183.5850.1751.0700.9461.2340.5370.6320.1570.9150.5860.6230.540Table (4.16) below shows in details the average and standard deviation for each category inrelation with years of teaching experience variable.- 133 -
Table (4.18)The average and St.d of each Domain in Relation to Years of Experience VariableYears of Teaching ExperienceDomain1-5 years 5-10 years More than 10yearsAverage St.d Average St.d Averag St.deThe programme Goals 3.2143 .57893 2.7955 1.1918 2.8500 .70907The Programme Content 3.2500 75320 3.0455 .98693 3.0500 79757Training Techniques 3.6071 .71195 3.0682 .79757 3.0500 .95598Programme Evaluation Tools 3.3929 .59415 3.2273 1.0203 3.4500 .86442Programme Time and 2.1492 .66299 2.0682 1.1579 2.3000 1.20646ResourcesProgramme trainers 3.6071 .59415 3.7727 .78266 3.6848 .96609Total 3.2242 .43219 2.9538 .85783 2.9862 .72554Table (4.16) above shows clearly that the average of the three categories = 3 which showsthat there are no statistically significant differences in trainees responses due to the variableof years of teaching experience. Such result clarifies the importance of the INSETprogramme for all teachers involved regardless of their years of teaching experience.(C)Educational District VariableTo find out if there is a statistically significant difference at (α ≤ 0.05) between levels oftrainees‟ satisfaction regarding the inservice training programme due to the educationaldistrict, the researcher used the Kruskal-Wallis Test as shown in Table (4.17) next page.- 134 -
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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
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Under the same umbrella, Podhajski
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101 students in the control group.
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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 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 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
Page 190 and 191: 9. Lack of focus on the linguistic
Page 192 and 193: 3. Establishing planning and evalua
Page 194 and 195: 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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