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

1. Needs assessmentNeeds assessment can be defined as “an investigation into the nature of the performancebarriers in order to establish the underlying causes and how these causes can be addressedby training” (Conco, 2005, p. 37). It is considered the first and the essential step before anyfurther plan is developed upon which the content, the mode, the length of the programme isdetermined. It is always recommended that professional development planning should beginwith a thorough and a well-designed needs assessment which is considered essential inplanning well- targeted and highly efficient programmes. (Sultana, 2004, p. 9-12; El-Khateeb, 1987)A major shortcoming of the current INSET programme is the lack of teachers inputwhich affected negatively the whole components of the programme. Teachers input helps indeciding on the programme goals, content, training methods and evaluation techniques. Inshort, as in Maggiolis‟ words (2003, p. 4 cited in Remeirs, 2003):programmes which involve participants in the planning, organization,management, delivery and evaluation of all actions in which they areexpected to participate have more chances to success than thoseplanned using top-down approach where administrators makedecisions in lieu for teachers . (p. 123)Hence, any suggested future INSET progamme should be decided on through sufficientteachers input. A major strategy for teacher involvement is through conducting needsassessment through: (Conco, 2005, p. 61)1. Studying performance records and on-job reports2. Conducting individual interviews and questionnairesTo make such strategy more practical, the researcher presents a model for needs assessmentsurvey which can be used by programme planners to determine the programme goals, content,techniques, evaluation tools and other contextual factors involving trainers, training centre, and- 164 -