The Effective Elements on the Quality Improvement of long Term (persue studies) in- service courses for Primary Teachers

Document Type : Scientific - Research

Author

PhD in Educational Sciences, Tajik University of Pedagogy

Abstract

The Effective Elements on the Quality Improvement of long Term (persue studies) in- service courses for Primary Teachers. Thus, the following research tends to specify the effective factors that help in the improvement of long term OJT classes from the view point of teachers, managers, instructors, and experts. The researcher seeks to assure the following questions: 1-What effective factors contribute to the improvement of long term OJT courses? 2-What indicators do each one of factors has? 3-What are the differences among the views of teachers, managers, instructors and experts regarding the factors and their indicators? To carry out this research a sample of 600 teachers, managers, instructors and experts were randomly selected. A questionnaire consisting of 86 items were developed and distributed among the sample. About 537 questionnaires were completed and analyzed. The Cora Bach's Alpha coefficient that was for a collection of 86 items as equal to 986. To analyze the data, the one -way variance analysis was used in order to answer the third question. The present research method is developed in term of objective and quantities in view of data and cross-sectional from quality point of view. The sufficient amount of sampling (KMO) as equal to 0.971 and the significance of Kroit Barlett characteristics indicated the availability to a good condition to implement one-way variance analysis. Based on an analytical approach for the main rotating components by using Varimax method and given matrix, Scray's diagram and the percentage of appointed variance, only 6 factors out of 86 series of it were extracted. These six factors altogether cover totally 61.4% of the whole variances of variable the first factor of which shares 21 questions. The special value accounts for 39.587% of total variance that belong to variables. A simple structure of factors has produced these results. The first factor of with its 21 clauses represents the effects that budget and time have, with a mean value of 39.587. The second factor with its 22 clauses the training contents with mean value of 4.780. The third factor with mean value of 3.174.The forth factor with its 15 clauses the stimulation and effort of a student with a mean value of 1.911. The fifth factor with 10 clauses the training environment with a mean value of 1.701 and the six factors with its three clauses the management and leadership of training courses with a mean value of 1.659. Lastly, one-way variance test was used in this study to compare the opinions expressed by the four groups who participated in it. The result showed that there is a significant differences between opinions expressed by third group (the teachers) and those expressed by first and forth group (teachers and experts). The total average of third more than average of all other groups.

Keywords


Cimer, Sabiha Odabasi; Cakir, Ilknur; Cimer, Atilla. (Feb2010).  Teachers' Views on the Effectiveness of In-Service Courses on the New Curriculum in Turkey EJ877212 Journal Articles; Reports–Evaluative, European Journal of Teacher Education, v33 n1 p31-41 Feb 2010.
Eisuke Saito, Atsushi Tsukui, Yoshitaka Tanaka. (2008).Problems on Primary School- based in-service training in Vietnam: A case study of Bac Giang Province Science Direct International. Journal of Educational Development 28،89 – 103
Ford، D. (1999) Bottom-lineTraining.Texas: Gulf publishing company.
Muhammed. Saeed. (2000). Initial and In-service Training of School Teachers in F.R. Germany.France and U.K. AMOZISH. Journal of Education and In terdisciplinary Research.Government College of Education.Lowell.Mall.I.ahore.
Pilati Ronaldo, Eduardo Jairo Andrade Borges. (2008). Affective predictors of the effectiveness of training moderated by the cognitive complexity of expected competencies. International Journal of Training & developmen. oxford.              
Secer, Zarife.(2010). An Analysis of the Effects of In-Service Teacher Training on Turkish Preschool Teachers' Attitudes towards Inclusion EJ886092, Journal Articles; Reports Evaluative, International Journal of Early Years Education, v18 n1 p43-53.
Vashist V. (2002). Modern methods of elementary School teachers. New Dehl. India: Sarup & SonS
Muhammed.Saeed. (2000). Initial and In-service Training of School Teachers in F.R. Germany. France and U.K. AMOZISH. Journal of Education and In terdisciplinary Research.Government College of Education.Lowell. Mall. I. ahore.