Saudi Cultural Missions Theses & Dissertations
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Item Restricted Perceptions of Educational Administrators About Teaching Online in Saudi Arabia(Tennessee State University, 2023) Albishi, Mudi Mohammed; Gundi, KirmanjThe purpose of this study was to determine educational leaders’ perceptions of online teaching. This study was conducted in Saudi public schools in the city of Bisha. The purpose of the current study was to reveal the reality of the requirements of online teaching and to identify the gaps that would hinder the employment of teaching via the Internet. The study also aimed to try to develop guidelines that help educational leaders to employ and use online teaching in Saudi public schools. This study analyzed seven educational leaders’ interviews, a pre-interview survey was conducted to determine overall positive or negative perceptions of students’ online teaching options and educational leaders was purposefully selected to represent a range of perceptions. Among the major findings, Online teaching options provided an interactive learning environment and contributed to the development of the student’s thinking. Factors related to online teaching included encouraging educational leaders and teachers to employ and implement online teaching, integrating technology into education, and providing them with support. The continuity of online teaching is linked to the Madrasati platform. And there were many obstacles that stood in the way of online teaching, such as the difficulty of using computerized software for teaching online. In addition to the lack of guidelines for leaders, teachers, and students on utilizing technology. The study recommended the development of a practical strategy to reduce the obstacles facing the application of online teaching in public education schools in the Kingdom of Saudi Arabia.31 0Item Restricted THE IMPACT OF TEACHERS’ GENDER ON READING ACHIEVEMENT AND SCHOOL ENROLLMENT AND ATTENDANCE FOR MALE PRIMARY STUDENTS IN SAUDI ARABIA(Saudi Digital Library, 2023-08) Alnomasy, Nawal; Lash, MarthaThe purpose of this study was to investigate the impact of teachers' gender on reading achievement, enrollment, and attendance of male students in Grades 1-3. The research examined whether significant differences exist in reading achievement, enrollment, and attendance of male students in Grades 1-3 between male students taught by male and female teachers. Additionally, it explored the perspectives and experiences of teachers and administrators regarding the Early Childhood School (ECS) project in Saudi Arabia. The study adopted a mixed-methods approach and took place in Saudi Arabia. The findings indicated that mandatory education policies have resulted in no significant difference in enrollment across schools taught by male or female teachers. However, quantitative analysis revealed a significant disparity in reading achievement for male students, with higher performance observed in schools taught by male teachers, particularly in Grade 3. Qualitative data supported these findings, highlighting the challenges faced by female teachers, particularly with older boys. Conversely, teachers of younger grades reported more positive experiences. Moreover, the qualitative data demonstrated that the project served as an opportunity to challenge gender stereotypes and fostered increased mother involvement in their son's education. The study recommends professional training for female teachers and administrators and adequate resource provision in schools to ensure the project's future success.25 0Item Restricted A PROPOSED TRAINING PROGRAM EXPLORING THE FIRST WEEK EXPERIENCE OF STUDENTS WITH DISABILITIES AS PERCEIVED BY STUDENTS, THEIR TEACHERS, AND ADMINISTRATIONS AT JAZAN UNIVERSITY IN SAUDI ARABIA(Pensilvania State University, 2023-08-01) Almohammed, Sali; Brendel, William; Yoon, Hyung JoonEducation is crucial to every individual’s academic, social, and personal development. While recent years have shown a remarkable gain for people with disability, serious roadblocks still exist in society, most importantly, in the education system as they proceed on the path to equality. Disability is still the most indicated basis of discrimination under the code of human rights claims in Saudi Arabia, with significant systemic issues raised in education. The study aimed to examine the challenges faced by students with disabilities and identify the resources and support available to them. Furthermore, it sought to understand the attitudes and perceptions of teachers and administrators toward disabled students. The current study was conducted using exploratory narrative research, combining descriptive and explanatory research paradigm. The current research examined the experiences of disabled students and their teachers and administrators. The study focused on the students, administrators, and teachers of Jazan University in Saudi Arabia's South. The study was conducted to understand how disability affects students, teachers, and administrators during the first week of campus life. The data collected through interviews was used to analyze the impact of disability on students during their first week on campus. The researcher conducted 12 interviews, four from each category of participants (disabled students, administrators, and teachers (faculty). Thematic analysis was adopted to analyze the data. Four themes were extracted from the data —Social inclusion, accessibility and accommodations, institutional support, and attitudes toward disability. Every stakeholder who participated in the study is considered very educated and has a sense of issues regarding disability. The study highlights areas where improvements can be made to university premises globally and in Saudi Arabia, particularly to be more inclusive and supportive of students with disabilities. The findings of this study can be used to provide resources and support for disabled students to ensure that they can have a positive experience in their academic life. The findings offer significant implications for the Saudi education policy and practice in higher educational institutions to provide equal opportunities and education to students with disability.54 0