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

5.2 Discussion of the results of the Second QuestionWhat are the stated principles for evaluating inservice training programmes in the light of theavailable contemporary trends?To answer this question, a set of 15 contemporary principles was formulated throughanalysis of 43 lists as shown in the previous chapter. Despite the fact that these 15contemporary principles constitute broad guidelines, they were used as the basic frameworkrelied on in deriving the 65 items of the six- domain questionnaire.The 15 contemporary principles presented within this list are similar to the principlesproposed in several lists. Researchers employed these principles to evaluate the quality ofINSET programmes as in Crimer et al., (2010), who used six of these principles as indicatorsof effective INSET, and Al -Farra's (1996) who used similar principles as an outline of thecontemporary trends.In brief, the formulated list of the 15 contemporary principles is an up-to-date listreflecting the current scene of INSET throughout the whole world. It is a comprehensive onethat involves all the components of the INSET starting from goals, content, training methods,evaluation, timing and the available resources. In addition, this list guides the framework ofthe suggested future INSET by the end of this chapter; hence, the researcher believes that thislist is valuable for programme planners, educators, and those who are concerned withevaluating INSET programmes in general.5.3 Discussion of the Results of the Third QuestionTo what extent does the in-service training programme meet trainees' needs from their ownperspectives?To answer this question, a six-domain questionnaire along with 65 items was used. Throughtrainees‟ responses to the questionnaire domains, it becomes clear that the investigatedINSET programme as a whole is perceived with an average satisfaction of about 61.54 % as- 148 -