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

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DomainKruskal –Wallis teststatisticp-value(Sig.)Table (4. 19)Kruskal-Wallis test of the Domains and their P-values for Educational Zone1.2.3.4.9.77814.45115.18813.7270.0210.0020.0010.0035.10.241 0.0176.4.563 0.207All Domains 14.335 0.002* Average is significant at the 0.05 levelTable (4.17) above shows that there are statistically significant differences between themeans of each domain for the first five domains due to the Educational district because the p-value is smaller than 0.05 for each domain, while there is no statistically significantdifference between the means of the sixth domain due to the Educational district because thep- value is larger than 0.05 for that domain.Table (4.20)The average and St.d of each Domain in Relation to Educational district VariableDomainEducational ZoneNorthern Gaza Middle SouthernAverage St.d Average St.d Average St.d Average St.d1 2.18 .59387 3.11 0.6159 2.25 1.28174 1.87 1.02642 1.12 .44320 3.22 0.7515 2.75 1.03510 2.12 .517553 1.37 .51755 3.45 0.7385 2.68 1.06695 2.00 .462914 2.56 .56300 3.45 0.6709 1.81 .92341 2.25 .755935 1.93 .56300 2.29 0.6665 2.75 1.88982 1.31 .530336 1.75 .70711 3.56 0.7447 3.18 65124 3.43 0.8634Total 2.17 .30023 3.17 .51175 2.46 1.00687 2.13 .48035Table (4.18) above shows the average and the standard deviation for each domain in relationthe educational district variable. When comparing the averages and standard deviations of the- 135 -
three zones, it is clear the average and the standard deviation of Gaza zone is the largest. Thisresult shows clearly that there are statistically significant differences in trainees‟ responsesdue to educational district variable in favour of Gaza district. It is also clear that thesedifferences are in the first five domains, while there are no statistically significant differencesin trainees‟ responses in the sixth domain. These differences in favour of Gaza District canbe justified since Gaza has the largest number of trainees when compared to northern, middleor southern districts which share the same number of trainees.4.5 The Answer of the Fifth Question: To what extent are trainers satisfied with the currentin-service training programme provided for UNRWA English teachers?To investigate trainers' views and reactions towards the current INSET programme, theresearcher interviewed 8 English supervisors who work as trainers within this programme.The researcher asked the trainers 6 questions related to the programme components involvinggoals, content, training techniques, evaluation tools, training centre facilities, and trainees.The seventh question discusses the trainers‟ suggestions to improve the current programme.The following tables show the frequencies and the percentages of each of the six questions,the seventh question is not illustrated in a table, since it requires the interviewees to give theirsuggestions on improving the INSET programme.4.5.1- Question (1): “What are the main goals the INSET programme seeks to attain, howcan you comment on these goals?Trainers‟ answers were collected, compared and coded. Table (4.19) below shows thefrequencies and the percentages of the first question in the interview.- 136 -
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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
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IntroductionChapter IIIMethodology3
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Page 104 and 105: 2. Most of the surveyed countries h
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Page 108 and 109: Table (3.5)The Final Construction o
Page 110 and 111: 14 0.63915 0.80715 0.52717 0.51518
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Page 114 and 115: Table (3.13)Cronbach's Alpha Correl
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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 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
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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
Page 196 and 197: 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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