Teacher Training Needs and their Priority Ranks As Perceived by Teachers of Special Education in Qatar.

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Teacher Training Needs and their Priority Ranks As Perceived by Teachers of Special Education in Qatar.

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Title: Teacher Training Needs and their Priority Ranks As Perceived by Teachers of Special Education in Qatar.
Author: Ahmed, Shokri Sayed [وضحى علي السويدي]; Al Sewidi, Wadha Ali [شكري سيد احمد]
Abstract: The Purpose of this study was to assess training needs of special educa¬tion teachers in Qatar and their priority ranks as perceived by these teachers, the study was designed to provide data for answering two main questions: (1) What are the training needs which the subjects perceive?, (2) What is the priority rank of these needs?. The subjects consisted of 64 special education teachers (36 male and 28 female). A questionnaire was developed by the researchers to assess the training needs and to decide their priorities, This questionnaire included ten major areas of training the special education teachers. Each major area consisted of three sub-areas so as to include thirty training-needs. Before administering the questionnaire the researchers proved that it is of high degree of validity and reliability. The following results were derived from this study: (1) All subject see that there are great needs for training, but femals per¬ceived these needs differently than did males as the difference bet¬ween them was statistically significant. (2) While some training areas have gained a high priority rank (eg. using new media and technology, diagnosis of pupils' problems and difficulties, and teaching activities and individualization), other areas have gained a low priority rank (eg. classroom management and relationships between teacher and parents and others). (3) There was a high degree of agreement among individuals relating the priority rank of training needs, but the only disagreement was bet¬ween teachers of hearing impaired and teachers of mentally re¬tarded (rank order correlation coefficient was not statistically sig¬nificant). The suggestions of the study were as follws: — Regular in-service training which be offered for teachers of excep¬tional children should be given more attention
URI: http://hdl.handle.net/10576/8126
Date: 1992

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