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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Research in Mathematics, Science, and Technology Education
Al-Hattami, Abdulghani
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Education Mathematics Social Sciences Other

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The effect of lesson study approach on developing teachers’ reflective thinking as a self-assessment tool Al-Hattami, Abdulghani; Bawaneh, Ali Khaled
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29354

Abstract

Lesson study approach is a professional development strategy used by teachers to improve students’ learning through collaboration and continuous improvement of teaching practices. Studies have shown that implementing a lesson study can increase teacher efficacy, improve students’ achievement, and positively impact school culture. The aim of the research is to examine the effect of using lesson study strategy on developing reflective thinking among teachers. The study applied an experimental design on a sample consisting of 96 (55 experimental group, 41 control group) teachers. A validated reflective thinking questionnaire was used to collect data. The results showed that there are statistically significant differences in favor of the group participated in the lesson study, with a high effect size of 0.84. The results also showed that there are no statistically significant differences attributable to teachers’ experience or the educational level. The paper concludes with a set of recommendations, highlighting the significance of endorsing school-based professional development through lesson study. The adoption of this method is considered crucial in promoting reflective thinking among teachers.
The Satisfaction Level of Science and Mathematics Teachers with Their School Principals as Resident Supervisors in Enhancing Students’ Learning Bawaneh, Ali Khaled; Alghazo, Yazan M.; Rabab'h, Belal S.; Al-Hattami, Abdulghani
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.28

Abstract

The purpose of this study was to examine the satisfaction levels of Jordanian science and mathematics teachers regarding the school principal’s role as a resident supervisor. The target population consisted of all Jordanian science and mathematics teachers, from which a sample of 212 male and female teachers was drawn. Data were obtained through a researcher-designed questionnaire, the validity and reliability of which were established prior to its administration. The instrument was disseminated electronically to participants using the snowball sampling method. Findings revealed that the overall satisfaction of Jordanian science and mathematics teachers with the principal’s role as a resident supervisor fell within the high category. Moreover, no significant differences were identified in teachers’ satisfaction levels based on gender, years of teaching experience, type of school (public or private), or area of specialization (science or mathematics). Findings concluded that the role of the school principal as resident supervisor has become a necessity rather than just an option. Accordingly, the study reached several recommendations: maintaining the promotion of the culture of resident supervision, strengthening the factors that increase the level of teachers’ satisfaction with their principals, and achieving fairness, regardless of the gender of the teacher and school principal, specialization, type of school (government or private sector), experience, academic degree, and other variables strengthening the integrated relationship between school principals, teachers, students, and the local community. This study aims to investigate the relationship of teachers with educational supervision, parents, and their relationship with each other. Researchers can also conduct studies to investigate the impact of the role of the school principal as a mentor in improving the performance of teachers and students.
Co-Authors Alghazo, Yazan M. Bawaneh, Ali Khaled Rabab'h, Belal S.