the Professional Development for One Classroom School Teachers in the Light of Societal Variables

Research Abstract

Abstract Introduction There is a complete agreement among the different trends about the necessity that the basic education is right for every one . so the state tries hard to provide education for all children at education age or for children who want it . but formal education faces many problems in Egypt such as the inability of achieving the complete intake and truancy that is why the state made some forms of informal education such as one classroom school , which has been established since the half of 1970s to intake the children who did not join the educational system and who are still at compulsory education age besides those who dropped out of education in order not to turn into illiteracy . In 1993-1994 one classroom school has become in the focus of the interest because of the increase of illiteracy among girls , that is why the ministry of education decided to establish 3000 one classroom schools for girls in the areas which the educational services do not reach , such as small village , manors to fight illiteracy among girls who age 8-14 years old . so , 3101 schools have been established until 2004-2005 . In these schools , three teachers teach ; one for cultural subjects for the first three stages ; second for vocational subjects ; third for cultural subjects for the fourth , fifth ,and sixth stages . Problem of the study Teacher is considered the most important input of the educational process because of his role in achieving the aims of the educational process through his experience , preparation , his continuous professional development and his correct performance . The success of educational process depends completely on the teacher whose role isn't only teaching but it also includes the administrative and monetary sides , the discipline of the exams , social role for solving the social problems of girls and cultural side to present some health services , besides her teaching role which is considered one of the most difficult roles because she teach for different ages and educational levels . The teacher who teaches vocational subjects , her role is not only training girls on some vocational work but it also includes training girls to choose and prepare productive project and its conditions , aims , budget , marketing skills and propaganda for selling the products to earn money , as well as her role in making parents aware of the necessity of girls education . in addition to the new many roles which the contemporary social variables have imposed the teacher has become researcher , reflective thinker , evaluator , planner and learner . To help teacher to achieve those roles she needs effective professional development as there is a relation between the professional development of multi – stages classes teachers and their creation in classroom . however , many studies refer to the weakness of the professional development chances of one class room schools teacher . The study problem can be specified in the following questions : Questions of the Study: 1. What are the contemporary societal variables ? 2. What is the teacher professional development ( definition – aims – foundations – requirements – standards – activities ) ? 3. What is the nature of one classroom schools ( development – philosophy – aims- teacher selection ,preparation and development ) ? 4. What is the reality of professional development of one classroom schools teachers ? 5. What is the suggested perspective of developing one classroom schools teachers professionally ? Objectives of the Study This study aims at : 1. Identifying contemporary societal variables in Egypt . 2. Identifying teacher professional development ( definition – aims – foundations – requirement – standards – activities ) . 3. Identifying the nature of one classroom schools ( development – philosophy – aims- teacher selection ,preparation and development ) . 4. Identifying the reality of professional development of one classroom schools teachers 5. Suggesting perspective of developing one classroom schools teachers professionally in the light of societal variables . Method and Sample of the Study The study used the analytical descriptive approach and depends on a questionnaire applied to sample of 561 one classroom school teachers in Beni Suef , interview checklist with 32 one classroom school teachers in Beni Suef , interview cheet with some who are responsible for chances of professional development for one classroom schools teachers ; stage director in one classroom schools and one who is responsible from CARE Board . Study Procedures The study has been made according to the following steps : 1. reviewing researches and literature in order to identify the societal variables and their reflections on education in general and on teacher professional development in particular . 2. reviewing researches and literature in order to identify teacher professional development ( definition – aims – foundations – requirement – standards – activities ) . 3. reviewing researches and literature in order to identify the nature of one classroom schools ( development – philosophy – aims- teacher selection ,preparation and development ) . 4. going through field study to identify the fact of professional development depending on some tools (questionnaire , two interview cheets prepared by the researcher according to the following steps :  Defining the aims of tools of the study .  Preparing the first draft of tools by reviewing literature and studies in the field of professional development .  Presenting the first draft of tools to the jury to comment on its suitability for aims for aims it has been prepared and to present their suggestions .  Modifying tools in the light of jury's opinions and making the final draft of tools .  Selecting study sample .  Applying study tools to study sample .  Tabulation of results of study tools and treating them statistically . 5. Presenting a suggested perspective of developing one classroom school teachers professionally in the light of results of field study and the contemporary trends for developing teachers professionally which have been presented in the theoretical background . Results of the Study 1. One classroom schools teachers assured the importance of professional development fields which involved in the questionnaire in general and according to the study variables . 2. One classroom schools teacher assured the short availability of most aspects of professional development fields which involved in the questionnaire in general and according to the study variables . 3. One classroom schools teacher assured that the least professional development fields:  Increasing understanding of courses .  Knowing aims and general philosophy of one classroom schools .  Knowing the professional rights and responsibilities towards ( colleagues , parents , learners ) .  Developing teamwork skills .  developing the sense of leadership and responsibility .  Loving the profession and being proud of it .  Browsing modern educational researches .  Understanding the behavioral objectives of the subject .  Facilitating doing field study .  Using the suitable teaching styles for multi-grades classroom (co-operative teaching–teaching for small schools) .  Producing educational aids from environment materials . 4. One classroom school teachers assured the short availabilty of some effective professional development characteristics in the opportunities presented to them in terms of their freedom in identifying their professional needs practicing some professional development activities inside classrooms ,They are also limited to short time , not depending on styles based on research , lack of depending on technology ( internet – instructional T.V) , weakness in the participation of teachers in developing the opportunities offered to them . 5. There is no enough time for one classroom schools teachers to join training , They see that the day break is considered agood chance to solve problems of school and girls ( social – psychological – educational ) Teachers do not make use of the role of assistant teacher . 6. Teachers make use of educational supervisor at a large scale , Despite The supervisor visits schools ( 1: 2 ) times a month , however the supervisor's visits should be more and teacher should keep in touch with him . 7. The culture of professional development is not populate among one classroom schools teachers . 8. The present cooperation in the schools for solving social and family problems of student , and school administrative problems lessen the cooperation for improving performance and professional development . 9. Teachers see that professional development is important for improving their performance level and students level and for supervisor satisfaction . Teachers believe that it is not possible depending on old information as information is a means of renovation, they have bases and the practice imposes information renovation on them . 10. Teachers do not know the modern professional development styles like mentor , action research , so they prefer lecture , reading , self training , workshops , colleague training as they know these types . 11. Praising statements are the most available incentives then self satisfaction . although self satisfaction should come first as they are not satisfied with their performance as they do not reach completion . 12. Teachers do not have adequate experience to apply staff development programs , because the steps they mentioned are limited to the stage of accomplishment . this requires training them on this role . 13. There is cooperation ( not integration ) between one classroom school administration and CARE Board , there is not cooperation between faculties of education and one classroom school administration and CARE Board . 14. One classroom school administration and CARE Board responsible do not make use of research and studies of one classroom schools which are done by research centers and faculties of education . further studies 1. The role of action research in developing one classroom schools teachers professionally . 2. One classroom school teachers' job satisfaction in the light of societal changes . 3. One classroom schools teachers culture and its role in creating learning communities in schools . 4. A suggested strategy for discipline of time for developing one classroom schools professionally . 5. The effect of cooperation among one classroom schools teachers on their professional development . 6. The relationship between one classroom schools teachers professional development and improving their performance in the light of reflective method . 7. A suggested program for training one classroom schools teachers on planning staff development programs . 8. The criteria of professional development of one classroom schools teachers in the light of aims of schools. 9. Evaluative study of the role of one classroom school teachers in the light of the necessary competences for them

Research Keywords

the Professional Development for One Classroom School Teachers in the Light of Societal Variables