Training needs for School Librarians to Obtain the Essential Technological Competencies in the Light of their Importance from their Perspective

Abstract

This study aimed to investigate the required training needs for school librarians to posses the essential technology competencies in the light of their importance from their perspectives. The study also sought to identify if there were any statistical differences at (α≤0.05) in the level of these needs in light of different variables (sex, academic qualification, experience, and training courses). To achieve this purpose, a questionnaire consisting of (42) items was prepared to estimate both the importance of these competencies and the required training needs from the librarians' viewpoints. The questionnaire was distributed to the population of school librarians in Russaifa District. A total of (53) completed surveys out of (56) were received; representing a (94.6%) return rate. The findings of the study revealed that: (29) Competencies were rated as very important, and the other (13) were rated as of medium importance. None of the statements was considered as of little importance. Analysis of the results showed that the respondents considered their needs for training on twenty six competencies as of medium importance. Required training for the other sixteen competencies was of little importance. There were no statistically significant differences in the librarians' estimating of their training needs regarding the (42) competencies due to gender, specialization, educational level, experience, and training courses. The study offered some recommendations in the light of the findings.