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ERIC Number: EJ1077602
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2046-9012
The Perceived Effectiveness of the School Based Support Program: A National Capacity Building Initiative by the National Center for Educational Development at Qatar University
Abu-Tineh, Abdullah M.
European Journal of Training and Development, v39 n8 p721-736 2015
Purpose: This study aims to investigate the effectiveness of the school-based support program (SBSP) as perceived by teachers who participated in this program. SBSP was designed to collectively build the capacity and promote the overall quality of teaching and learning in identified independent schools in the State of Qatar. Design/methodology/approach: This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. Means, standard deviations, t-test, and one-way analysis of variance (ANOVA) were utilized to analyze gained data. Findings: The findings indicated that teachers perceived the effectiveness of SBSP to be moderate-to- high. Further, there was a significant difference between male and female teachers in their perceptions of the effectiveness of SBSP overall. Male participant teachers perceived SBSP overall to be more effective than female participant teachers did. However, there were no significant differences among participant teachers in perceiving the effectiveness of SBSP that is attributed to their teaching experience or academic qualifications. Originality/value: This study suggests a common level of satisfaction of the SBSP program that was launched just two years ago. At the same time, however, many recommendations and implications were discussed and suggested to enhance the effectiveness of the program.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Qatar
Grant or Contract Numbers: N/A