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|Title:||Educational Attitudes of Saudi Elementary School Teachers (Saudi Arabia)|
|Author(s):||Nader, Anita Hernandez|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this research was to investigate certain educational attitudes of 300 Saudi elementary teachers in Jeddah, Riyadh, and the Eastern Region. It focused on identifying attitudes toward (1) instructional strategies, (2) instructional resources, (3) specific subject areas, (4) discipline, (5) administration, (6) educational improvement of teachers, and (7) the educational system.
Three questions were addressed: (1) What attitudes does the Saudi elementary teacher hold towards certain educational issues? (2) What are the correlations between teachers' age, training, experience, and the above attitudes? (3) Are there differences in attitudes among the teachers in the three cities?
Three hundred teachers were administered the questionnaires. Class observations and principal interviews were also conducted. The three research questions were answered. First, findings indicated the teachers' mean age was 24.8, experience 4.5 years, and the highest educational attainment graduation from the Secondary Teachers' Institute. Over 50% of the teachers perceived the following variables to be important: memorization of poetry; inclusion of a library; additional materials; core subjects and home economics; teaching of English at the elementary school level; and advice as to method of discipline. Improvement of teachers was seen as requiring that they be graduates of the Secondary Teachers' Institute, have workshops and observe master teachers, and have the principal serve as the evaluator. Second, there were 22 significant correlations between age, educational attainment, teaching experience, and sundry variables. Third, the Riyadh teachers and teachers of the Eastern Region named the need for home economics and instructional resources significantly more often than did teachers of other areas. Jeddah differed from the other two cities in its desire for more special educators. Addition of a psychologist was most often named by teachers of the Eastern Region.
Recommendations are to produce a new generation of teachers who are creative and resourceful. A well designed laboratory school equipped with computers is needed to train teachers. Special educators and psychologists are recommended to identify the exceptional child, particularly the gifted. Research is recommended in teacher effectiveness and teacher losses.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-15|