The Effectiveness of In-Service Training Programs of Educational Leaders in UNRWA Schools in Jordan – Field Study

Abstract

This study aimed at investigating the effectiveness of the training programs offered to the in-service educational leaders in UNRWA schools from their perspectives and identifying means of improving them in the future. The population of the study consisted of all school supervisors (45) who attended the school supervision (SS) courses throughout the scholastic years (2002-2005) and all the headteachers (60) males and females who attended the Headteacher (HT) courses in the same period. It also consisted of all teachers who attended the Educational Psychology (EP) teacher preparation courses throughout the scholastic years (2003-2005) totaling (230) male and female teachers. The researchers used the entire population of the study as a representative sample. The researchers designed a survey questionnaire consisting of seven domains distributed among (25) items. The study tool was used to identify the effectiveness of the training programs on the trainees. Results of the study showed that the effectiveness of the in-service training programs on educational leaders in UNRWA schools in Jordan was high. Results also showed that there are no statistically significant differences attributed to the gender variable on the entire items of the study tool except for differences on the third domain (the trainers) in favor of the males. However, results revealed that there are statistically significant differences attributed to the trainees’ academic qualifications variable on the domains (first-second-third-fourth and seventh) and the entire tool in favor of holders of the Master’s degree and higher degrees. Moreover, the results showed that there are statistically significant differences on the sixth domain (trainees) in favor of BA holders. Furthermore, results showed that there are no statistically significant differences attributed to the experience variable and that there are no statistically significant differences attributed to the academic specialization variable. Finally, results showed that there are statistically significant differences attributed to the educational leader’s job post in favor of school supervisors followed by head teachers then teachers. In light of these results, the researchers proposed several recommendations.