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ERIC Number: EJ1086477
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2222-1735
The Role of Female Teachers in Activating Effective Teaching Skills and Methods among High School Students from the Teachers' Perspective--Najran, KSA
Wahsheh, Rula; Alhawamdeh, Haifa
Journal of Education and Practice, v6 n36 p162-174 2015
The study aimed to identify the role of female teachers in activating effective teaching skills and methods among high school students from the teachers' perspective--Najran, KSA. The researcher used the descriptive analytical approach. Instrument of the study is a questionnaire with (76) items distributing to (3) domains: the first domain is effective teaching skills, the second one is teaching methods, and the third one is the obstacles limiting female teachers' role of activating effective teaching skills and methods. The questionnaire was distributed to a sample consisting of (614) female high school teachers at Najran Region. Results of the study indicated that there are some regulations limiting the work of teachers, and female teachers are very concerned about the participation and collaboration of all students in the different class activities. The female teachers were able to improve and develop their teaching methods according to the assessment results. Results showed also that female teachers are able to encourage students to prepare for daily school work; teachers were able to identify the difficulty levels in teaching the curriculum and that teachers are always smiling and energetic. In light of these results, the study recommended the need for developing daily plans for each lesson, to pose various class questions to students, and to engage teachers in training programs proper to the content of the lesson.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A