تقييم طرائق التدريس المستخدمة في مدارس الحلقة الأولى وفق معايير دليل ضبط الجودة من وجهة نظر المشرفين التربويين

Abstract

The aim of this research was to evaluate the teaching methods used in primary schools according to the Quality Control Guide standards from the perspective of educational supervisors, and to identify the impact of variables (educational qualification, educational region, and number of years of experience). To achieve the research objectives, a descriptive approach was used by applying a questionnaire to evaluate the teaching methods used in primary schools, as included in the Quality Control Guide issued by the Ministry of Education (2020), after verifying its validity and reliability on a sample of (54) educational supervisors in Lattakia Governorate. The research reached the following results:

- The evaluation score of the teaching methods used in primary schools according to the Quality Control Guide standards from the perspective of educational supervisors was average. The evaluation score of teaching methods used in primary schools according to the quality control guide standards from the perspective of educational supervisors was high for the two dimensions (teaching methods meeting the educational curriculum standards, providing teaching methods for an effective educational environment that encourages learning). The score for the two dimensions (diversity and flexibility of teaching methods, development of teaching methods for thinking skills) was average, and the score for the two dimensions (positive employment of advanced technological teaching methods, suitability of teaching methods for comprehensive learner assessment) was low. - There was a statistically significant difference between the mean scores of the research sample members' responses to the questionnaire evaluating teaching methods used in primary schools according to the educational qualification variable, in favor of supervisors holding a diploma in educational qualification, with the exception of the dimensions (positive employment of advanced technological teaching methods, suitability of teaching methods for comprehensive learner assessment, and development of teaching methods for thinking skills). The difference was also statistically significant according to the educational region variable, in favor of the city, with the exception of the two dimensions (suitability of teaching methods for comprehensive learner assessment, and development of teaching methods for thinking skills). However, no statistically significant differences were found according to the number of years of experience variable for all dimensions of the questionnaire.