Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1504
Darshana P. Sharma
Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences /concerns with pupils' behaviour (3) experiences /concerns with own behaviour (4) experiences /concerns with supervisors' behaviour (5) experiences /concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.
{"title":"Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme","authors":"Darshana P. Sharma","doi":"10.52634/MIER/2015/V5/I1/1504","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1504","url":null,"abstract":"Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences /concerns with pupils' behaviour (3) experiences /concerns with own behaviour (4) experiences /concerns with supervisors' behaviour (5) experiences /concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"14-27"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41641381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2013/V3/I2/1517
A. Kauts, Monika
The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.
{"title":"Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students","authors":"A. Kauts, Monika","doi":"10.52634/MIER/2013/V3/I2/1517","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1517","url":null,"abstract":"The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"163-182"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45571005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1505
Richard Twebaze
The question whether secondary school students should be allowed to use mobile phones in school remains a controversial one. In this study carried out in a rural district of Bushenyi in Uganda the researcher sought to establish the usage of mobile phones among secondary school students in boarding schools. The researcher also sought the views and opinions of students, teachers and parents about the use of mobile phones by students in the schools. The study established that despite the official ban on use of mobile phones by students in school, 34% of the students said they were aware that some students own and use mobile phones in school. It was further established that 40% of teachers said they were aware that some students owned and used phones in school while 20% of them supported the use of phones by the students. Meanwhile, 40% of the parents supported the use of mobile phones by students in school. It was noted that the battle against the use of mobile phones by students in secondary schools might soon be lost due to the increased availability and benefits associated with their use.
{"title":"Mobile Phone Use In Uganda's Boarding Secondary Schools: A Case Study Of Bushenyi District","authors":"Richard Twebaze","doi":"10.52634/MIER/2015/V5/I1/1505","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1505","url":null,"abstract":"The question whether secondary school students should be allowed to use mobile phones in school remains a controversial one. In this study carried out in a rural district of Bushenyi in Uganda the researcher sought to establish the usage of mobile phones among secondary school students in boarding schools. The researcher also sought the views and opinions of students, teachers and parents about the use of mobile phones by students in the schools. The study established that despite the official ban on use of mobile phones by students in school, 34% of the students said they were aware that some students own and use mobile phones in school. It was further established that 40% of teachers said they were aware that some students owned and used phones in school while 20% of them supported the use of phones by the students. Meanwhile, 40% of the parents supported the use of mobile phones by students in school. It was noted that the battle against the use of mobile phones by students in secondary schools might soon be lost due to the increased availability and benefits associated with their use.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"28-38"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41731901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1506
Neerja Gautam, Jyotpreet Kaur
The study was conducted to explore the effect of computer-assisted instructions developed by the researchers on environmental education of secondary school students. The study was conducted on the sample of 640 secondary school students studying in class IX of Amritsar district. The study employed a pre-test / post-test equivalent group experimental design. Results revealed that Computer Assisted Instruction as a technique was more effective in creating a positive attitude towards prevention of environmental pollution among students. The CAI is effective in generating environmental awareness among secondary school students. They are also independent of the residential area of the students for generating environmental awareness among secondary school students. However, they are dependent on the type of school and gender for generating environmental awareness among secondary school students.
{"title":"Effect of Computer Assisted Instructions on Attitude Towards Environmental Pollution of Secondary School Students","authors":"Neerja Gautam, Jyotpreet Kaur","doi":"10.52634/MIER/2015/V5/I1/1506","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1506","url":null,"abstract":"The study was conducted to explore the effect of computer-assisted instructions developed by the researchers on environmental education of secondary school students. The study was conducted on the sample of 640 secondary school students studying in class IX of Amritsar district. The study employed a pre-test / post-test equivalent group experimental design. Results revealed that Computer Assisted Instruction as a technique was more effective in creating a positive attitude towards prevention of environmental pollution among students. The CAI is effective in generating environmental awareness among secondary school students. They are also independent of the residential area of the students for generating environmental awareness among secondary school students. However, they are dependent on the type of school and gender for generating environmental awareness among secondary school students.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70738190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1512
Monika Kumari, Vandana Goswami, Aditi Gupta
The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.
{"title":"Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects","authors":"Monika Kumari, Vandana Goswami, Aditi Gupta","doi":"10.52634/MIER/2015/V5/I1/1512","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1512","url":null,"abstract":"The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"71-86"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45526056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1513
A. Yadav
The inclusive classrooms create students who are comfortable with differences, skilled at confronting challenging issues, and aware of their interconnectedness. Schools are increasingly acknowledging the heterogeneity of their student populations and the need to respond thoughtfully and responsibly to differences in the classroom. It's understandable that educators often feel overwhelmed by growing demands for inclusion, multi cultural education, multiple intelligence, and differentiated instruction to deal with the growing diversity. School communities must be inclusive of all children, and openly recognize the unique contributions that children who have a disability make to community life. It is essential that inclusive education be supported to maintain and strengthen the personal relationships and social networks of children who have a disability. Each child's support must be individualized and flexible, while remaining relevant to its particular needs at the time. This paper appears to directly contradict the understanding of inclusive education as a concept, which is all about embracing diversity in the classroom.
{"title":"Together We Learn Better: Enabling Inclusive Education","authors":"A. Yadav","doi":"10.52634/MIER/2015/V5/I1/1513","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1513","url":null,"abstract":"The inclusive classrooms create students who are comfortable with differences, skilled at confronting challenging issues, and aware of their interconnectedness. Schools are increasingly acknowledging the heterogeneity of their student populations and the need to respond thoughtfully and responsibly to differences in the classroom. It's understandable that educators often feel overwhelmed by growing demands for inclusion, multi cultural education, multiple intelligence, and differentiated instruction to deal with the growing diversity. School communities must be inclusive of all children, and openly recognize the unique contributions that children who have a disability make to community life. It is essential that inclusive education be supported to maintain and strengthen the personal relationships and social networks of children who have a disability. Each child's support must be individualized and flexible, while remaining relevant to its particular needs at the time. This paper appears to directly contradict the understanding of inclusive education as a concept, which is all about embracing diversity in the classroom.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70738196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1507
Shaban Kwalia, J. Opanda
The youth are facing many social, economic and educational problems. These problems are turning the youth into delinquents and misfits in society. This study is aimed at identifying the counselling services needed by secondary school students in Mt. Elgon District. The researchers employed closed ended questionnaire to collect data. The sample population was 58 teachers and 180 students proportionately drawn from six public secondary schools categorized as boy schools, girl schools and mixed schools. The study revealed that students needed the following counselling services: academic counselling, social, peer and spiritual counselling. However, it was noted that the students are at a variance with the teachers regarding the most important counselling service to be offered in secondary schools.
{"title":"Counselling Services Needed By Secondary School Students in Mount Elgon District, Bungoma County, Kenya","authors":"Shaban Kwalia, J. Opanda","doi":"10.52634/MIER/2015/V5/I1/1507","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1507","url":null,"abstract":"The youth are facing many social, economic and educational problems. These problems are turning the youth into delinquents and misfits in society. This study is aimed at identifying the counselling services needed by secondary school students in Mt. Elgon District. The researchers employed closed ended questionnaire to collect data. The sample population was 58 teachers and 180 students proportionately drawn from six public secondary schools categorized as boy schools, girl schools and mixed schools. The study revealed that students needed the following counselling services: academic counselling, social, peer and spiritual counselling. However, it was noted that the students are at a variance with the teachers regarding the most important counselling service to be offered in secondary schools.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"52-59"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1503
Joseph S. Agbenyega, Sunanta Klibthong
Research in education has previously been dominated by what Law (2007) terms the “hygienic forms” (p. 33). Hygienic forms apply to positivistic quantitative traditions which claim supremacy over other forms of knowing. In this methodological paper we report on a phenomenon auto-driven visual elicitation approach of an on going research which attempts to make sense of how children (3-5 year olds) in cross-cultural settings understand risk and safety situations in their settings. We reflect on the concern for contextual reflexivity, emanating from the notion that research activity in early childhood education is “in danger of succumbing to political ideology and methodological fashion” (Prosser & Loxley, 2007, p. 1). We argue that research into early childhood education needs to acknowledge the implicit tensions between conventional empirical research and the politics of research methodology and that researchers cannot bring to the fore everything that is there to be known about child development and learning through orthodox mechanistic means. There are quotidian aspects of children's experiences, development and learning which can best be captured by visual methods that combine other approaches like interviews and observations. The paper concludes with some reflections on the ethical dilemmas and validity issues that confront the researcher when the visual and digital are used across cultures with children.
{"title":"Understanding the Contribution of Visual Methods to Early Childhood Research: A Cross-Cultural Investigation","authors":"Joseph S. Agbenyega, Sunanta Klibthong","doi":"10.52634/MIER/2015/V5/I1/1503","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1503","url":null,"abstract":"Research in education has previously been dominated by what Law (2007) terms the “hygienic forms” (p. 33). Hygienic forms apply to positivistic quantitative traditions which claim supremacy over other forms of knowing. In this methodological paper we report on a phenomenon auto-driven visual elicitation approach of an on going research which attempts to make sense of how children (3-5 year olds) in cross-cultural settings understand risk and safety situations in their settings. We reflect on the concern for contextual reflexivity, emanating from the notion that research activity in early childhood education is “in danger of succumbing to political ideology and methodological fashion” (Prosser & Loxley, 2007, p. 1). We argue that research into early childhood education needs to acknowledge the implicit tensions between conventional empirical research and the politics of research methodology and that researchers cannot bring to the fore everything that is there to be known about child development and learning through orthodox mechanistic means. There are quotidian aspects of children's experiences, development and learning which can best be captured by visual methods that combine other approaches like interviews and observations. The paper concludes with some reflections on the ethical dilemmas and validity issues that confront the researcher when the visual and digital are used across cultures with children.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"1-13"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I2/1478
G. Hema
Teachers play a major role in schools both academically and by participating in school administration for ensuring quality education for students. The present investigation was undertaken to study the participation of secondary grade teachers in school administration. The researcher selected 100 teachers teaching in government, government aided and private schools of Thanjavur district of Tamil Nadu. A standardized tool (Teacher's Participation in School Administration Scale-TPSAS) was used in the study. To know the participation of secondary grade teachers in school administration, data were collected and Mean and SD were worked out. 't' test was applied to find out significant difference between variables and also used F test, to find out where the difference exists among the groups. This study reveals that the secondary grade teachers have more participation in school administration. The Teachers who take part in school administration are encouraged to avail other benefits in schools. The study also shows that teachers who are doing administrative tasks make them more involved in the quality of education resulting in an enhanced level of students academic performance.
{"title":"Participation of Secondary Grade Teachers in School Administration for Quality Education","authors":"G. Hema","doi":"10.52634/MIER/2014/V4/I2/1478","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I2/1478","url":null,"abstract":"Teachers play a major role in schools both academically and by participating in school administration for ensuring quality education for students. The present investigation was undertaken to study the participation of secondary grade teachers in school administration. The researcher selected 100 teachers teaching in government, government aided and private schools of Thanjavur district of Tamil Nadu. A standardized tool (Teacher's Participation in School Administration Scale-TPSAS) was used in the study. To know the participation of secondary grade teachers in school administration, data were collected and Mean and SD were worked out. 't' test was applied to find out significant difference between variables and also used F test, to find out where the difference exists among the groups. This study reveals that the secondary grade teachers have more participation in school administration. The Teachers who take part in school administration are encouraged to avail other benefits in schools. The study also shows that teachers who are doing administrative tasks make them more involved in the quality of education resulting in an enhanced level of students academic performance.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"272-281"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-28DOI: 10.52634/MIER/2014/V4/I2/1471
F. Gonaim
The progress of any nation depends on its human resources. The government of Saudi Arabia has recognized the necessity of improving education as a crucial key for the country's advancement in order to compete globally. The budget for higher education has tripled to $15 billion, enabling the establishment of new higher education institutions and the expansion of existing ones (Kreiger, 2007). However, money alone is not sufficient to ensure the advancement of Saudi universities. Leadership is pivotal for higher education to adapt successfully and develop in the changing climate of the 21st century (Delener, 2013; Rena, 2010; Hargrove, 2003). Some possible solutions for the lack of leadership in Saudi universities are suggested with reflection and analysis of their effectiveness.
{"title":"Leadership in Higher Education and its Implications for Saudi Arabian Society","authors":"F. Gonaim","doi":"10.52634/MIER/2014/V4/I2/1471","DOIUrl":"https://doi.org/10.52634/MIER/2014/V4/I2/1471","url":null,"abstract":"The progress of any nation depends on its human resources. The government of Saudi Arabia has recognized the necessity of improving education as a crucial key for the country's advancement in order to compete globally. The budget for higher education has tripled to $15 billion, enabling the establishment of new higher education institutions and the expansion of existing ones (Kreiger, 2007). However, money alone is not sufficient to ensure the advancement of Saudi universities. Leadership is pivotal for higher education to adapt successfully and develop in the changing climate of the 21st century (Delener, 2013; Rena, 2010; Hargrove, 2003). Some possible solutions for the lack of leadership in Saudi universities are suggested with reflection and analysis of their effectiveness.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"4 1","pages":"210-217"},"PeriodicalIF":0.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70738186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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