معايير الجودة في الأداء التدريسي لأساتذة مقررات الدبلوم العام في التربية بجامعة الملك خالد ومدى توافرها لديهم من وجهة نظرهم ونظر طلابهم

The present study aimed at identifying the availability of quality standards in the teaching performance of the Faculty Members who teach the courses of the General Diploma in Education at King Khalid University from the perspectives of Faculty Members and their students as well as the consensus between these two perspectives regarding the availability of these standards in the teaching performance. The study also aimed at identifying differences attributed to the different Departments of the Faculty Members, and the different disciplines of students (scientific - theoretical) about students› opinions in the availability of main quality standards in teaching performance of Faculty Members teaching General Diploma in Education at King Khalid university. This study was administered to population consisting of 164 general Diploma students at King Khalid University as well as a deliberate sample of (17) Faculty Members. The data were collected through a questionnaire consisting of (5) main standards and (53) individual standards directed to the students and their Faculty Members. The study revealed that Faculty Members of the General Diploma in Education at King Khalid university believe that their teaching performance was highly classified at excellent level ; and students see that their Faculty Members› performance was also high at «excellent level» regarding the relationship with students, the application of university systems, and mastery of scientific material; whereas they show «very good» grade in the following three standards: implementation of teaching, planning to teach, and evaluating teaching. The students and their Faculty Members reached consensus regarding the order of the main standards as follows: the relationship with students, application of university systems, mastery of scientific material, evaluating teaching, planning teaching, and finally implementation of teaching. There is a statistically significant difference between students› and Faculty Members› evaluation for the main teaching performance standards in two of them: planning of teaching, and evaluating teaching, as Faculty Members - unlike their students - believe that their performance is «Excellent». Results also showed that the scientific section has its impact when evaluating teaching performance of Faculty Members from the students› perspectives. The study also proved that there is no impact for the student disciplines (scientific - theoretical) on their views on the teaching performance of their Faculty Members. The study recommended that evaluating Faculty Members› teaching performance should not be confined only to one class of people (students - faculty staff); and the more various the evaluating classes are, the more valid the evaluation is. The study also recommends importance of following quality standards in teaching performance to evaluate university Faculty Members as well as benefiting from results of this study to improve the teaching performance of Faculty Members. The study suggested conducting a comparative study of the performance of this study sample with that of other Faculty Members› performance in similar programs. (Published abstract)

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