Saudi Cultural Missions Theses & Dissertations

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    The Knowledge of Autism Spectrum Disorder Among Male and Female Public Education Teachers in Jeddah, Saudi Arabia.
    (Nottingham Trent University, 0024-07) Alobaidi, Batool; Dillon, Gayle
    This study investigated teachers' knowledge of autism spectrum disorder (ASD) in Jeddah, Saudi Arabia, and examined what factors influenced the knowledge that teachers had. In Saudi Arabia, ASD is common but often diagnosed late (Hayat et al., 2019). This highlights the need to assess teachers' ASD knowledge, as they are well-positioned to notice signs of ASD. Understanding teachers' awareness can guide targeted training programs, improving early detection and support for students with ASD. Participants included 197 male and female teachers from public schools who completed the Autism Spectrum Knowledge Scale-General Population (ASKSG, 2019) and the Knowledge about Childhood Autism among Health Workers (KCAHW, 2008) scale. The findings revealed that participants demonstrated an average level of knowledge across both scales, scoring below average on the ASKSG but above average on the KCAHW, suggesting a potential gap in understanding ASD. Teachers with prior contact with individuals with ASD spectrum exhibited significantly higher ASD knowledge compared to those without such exposure, underscoring the impact of firsthand experience. Contrary to expectations, no significant differences in ASD knowledge were found based on gender, teaching experience, or school level taught between all educational levels, be it primary, secondary, or high school. The results aligned with previous regional studies (Alharbi et al.,2021; Otaif et al.,2019) documenting weak to moderate ASD knowledge among Saudi Arabian educators. Due to the findings from previous studies in Saudi Arabia until this study, which find that teachers' ASD knowledge has not improved, the study accentuates the pressing need for intensified and reinvigorated ASD training initiatives tailored to teachers, emphasising immersive, experiential learning modalities. By addressing the identified knowledge gaps and recognized limitations, further research efforts can help to provide a comprehensive understanding of teachers' knowledge of ASD. These studies will help to develop comprehensive and tailored programs to provide teachers with the knowledge needed to support children with ASD best.
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    Exploring Teachers’ Attitudes about Universal Design for Learning for Students with Learning Disabilities in Saudi Primary Schools
    (University of Exeter, 2024-06-03) Alsaadi, Nouf Mohammed; Fujita, Taro; Koutsouris, George
    Despite the growing prominence of inclusion, teachers still have varying attitudes about its implementation in general classes. Therefore, this study aims to explore primary teachers’ attitudes about Universal Design for Learning (UDL) for students identified with learning disability (LD) to inform decision- making in UDL implementation and foster inclusive education in Saudi Arabia. UDL was identified as a framework that consist of three principles and standards for curriculum improvement to give all students opportunities to learn. This means that all learners in a general education setting, including those with disabilities, can receive flexible instructional methods, materials, and assessments to meet their needs. However, in order to implement UDL, it is important to explore teachers’ attitudes towards UDL and their perceptions of its practical implementation. Due to the limited research on UDL in the Saudi context, this study focuses on gaining an in-depth understanding of the attitudes of general education teachers (GETs) including their beliefs, concerns and potential factors associated with using UDL when teaching students with LD in Saudi primary schools. This study used an explanatory sequential mixed-methods research design across two phases: Phase One collected survey responses from 153 teachers, of which only 40 reported that they had knowledge of UDL, to explore their beliefs and concerns about UDL. Followed by Phase Two obtained qualitative data via semi-structured interviews with 11 of these participants, selected purposively, to gain an in-depth understanding of their attitudes and experiences of UDL. In terms of beliefs, the study found that the majority of teachers held positive beliefs about UDL and believed it could be useful for learning, teaching and assessment. However, interview results found that although most teachers were positive towards UDL as an idea or concept, they were sceptical about its practical implementation in their classrooms. In terms of concerns, the quantitative results showed high level of concerns about UDL: teachers were generally interested in learning more about UDL; but were concerned about their ability to implement it and managing tasks associated with it; understanding the impact it had on their students’ learning outcomes; and how to collaborate and co-operate with others to implement it. The qualitative findings reinforced most of these findings as the majority of teachers expressed similar concerns related to UDL such as having limited information, professional concerns e.g., lack of appreciation, concerns about cooperation, implementation and training. In addition, there were several supportive factors (e.g., social media use and the influence of particular trainers) and hindering factors (e.g., curriculum and time pressures) that were reported to influence teachers’ experiences of UDL. The integration of both phases highlighted the difference between thinking that something (UDL in this case) is a good/ positive idea, and actually implementing it in practice. The findings can offer insights into the complex ways in which teachers understand and practice inclusion in their classrooms. The ecological model of human development by Bronfenbrenner (1979) was used to discuss the findings of this study and identify factors that can influence teachers’ attitudes towards the implementation of UDL. This study contributes to the existing theoretical and practical knowledge about UDL and inclusion. Even though some teachers supported the inclusion of students with LD in a general class, they could be negative towards implementing UDL or vice-versa (positive towards UDL, but not willing to have students with LD in a general class). It reveals a dynamic interplay in teachers' attitudes towards the inclusion of students with LD, and it was prone to change according to the circumstances. Implications for policymakers, schools, and teachers are discussed.
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    Understanding and Implementation of Authentic Learning in Religious Class in Primary Schools in Saudi Arabia.
    (De Montfort University, 2018-10-31) Haddad, Khawlah; Rizvi, Sana
    Authentic learning has been acknowledged by the Saudi education authorities, however, its success depends on correct understanding and implementation by teachers and education authority supervisors. The aim of this study to identify issues in the understanding and implementation of authentic learning with a view to provide recommendations for improved authentic learning in primary schools in Saudi Arabia. The study was carried out using a qualitative approach in the form of a semi-structured interview with primary school teachers and education authority supervisors in the Mecca region of Saudi Arabia. The interview was designed to reveal issues in understanding and implementation and of authentic learning supported by document analysis. The results of the study showed that there was a lack of understanding or differences in understanding between participants about authentic learning. As for implementation of authentic learning a number of barriers were revealed which included teachers being under pressure from workloads, a lack of support from the authorities in terms of technology provision and training and development, and cultural barriers to the activities of authentic learning. However, the findings also showed that teachers had a positive attitude to overcoming these barriers through using their initiative and some even acknowledged that there is some training and development offered. Based on these findings a number of recommendations were made to those responsible in the education authorities and schools for improving understanding and implementation of authentic learning. Saudi Arabia has recognised and acted on authentic learning but more still needs to be done at both the authority and teacher level and this study has provided a number of insights into issues that can be used to inform the future direction of authentic learning in the country. Specifically, this study recommends to the Saudi education authorities that they close the disjunction between educational policy and the reality on the ground for teachers through communication and training and development, as well as making teachers more aware of training and documentation that is already available. Further recommendations included removing the barriers identified by teachers such as work load and student numbers towards more effective implementation of authentic learning.
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    Teacher Participation in Decision Making and its Relationship to Job Satisfaction in Middle Schools in Riyadh, Saudi Arabia
    (Virginia Polytechnic Institute and State University, 2024-02-22) Alwadi, Abdulmohsen; Alexander, Michael. D
    Background: Teacher job satisfaction is considered an important topic in the education field. Many variables impact teacher job satisfaction. This study examined teacher participation in decision-making and its relation to teacher job satisfaction in ten public middle schools in the north of Riyadh, Saudi Arabia. It also sought to determine the impacts of gender and teaching experience on job satisfaction and participation in decision-making. Methods: A quantitative method with descriptive and inferential statistics was used, as well as a correlational analysis of the data. Pearson’s correlation analysis was used to determine the relationship between teachers’ participation in decision making and their job satisfaction. Ten public middle schools (located in north of Riyadh) were randomly chosen for this study. Of these, five were chosen for the male sample, totaling 62 teachers. Another five middle schools were chosen for the female sample, totaling 72 teachers. Accordingly, a total of 134 teachers of both genders participated in the study. Instrument: Two valid and reliable surveys were developed by (Aldeeka & Khasawneh, 2021). The participants were given two surveys to complete. The first survey for job satisfaction included four domains. The second survey for participation in decision-making also included four domains. The surveys had a total of 54 questions. Statistical Package for Social Sciences (SPSS) was used to analyze the data. Job satisfaction was shown as a dependent variable, whereas decision-making participation was the independent variable. Gender and teaching experiences were as controlling variables. Findings: The major finding of the study were as follows: 1) There was a positive correlation between job satisfaction and participation in decision-making (r (134) = .468, p <.001); 2) There was no difference in job satisfaction between males and females; 3) There was no difference in participation in decision-making between males and females; 4) There was a difference for teaching experience in relation to job satisfaction; 5) There was no difference between participation in decision-making in relation to teaching experiences; and 6) The level of job satisfaction and participation in decision making for the total sample considered within average level. The findings aim to support educational policymakers in the education field. Additionally, various recommendations were put forward to boost teachers' job satisfaction.
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    MEASURING THE USE OF LEARNING MANAGEMENT SYSTEM (LMS) IN TEACHING ENGLISH LANGUAGE AMONG TEACHERS IN SAUDI ARABIAN PUBLIC UNIVERSITIES
    (Saudi Digital Library, 2022-06-08) Alsaaid, Adeem; Abd Razak, Norizan; Wahi, Wahiza
    Numerous studies have shown the necessity for learning management systems (LMS) for teachers in various locations around the world in recent times. Instructors dominate the learning process in the Saudi education system, and students look to them as their primary source of information. Thus, in order to have a profound understanding, this study used two approaches: the quantitative approach used the unified theory of acceptance and use of technology (UTAUT), to examine the major factors (Performance Expectancy; Effort Expectancy; Social Influence; and Facilitating Condition) affecting the adoption of e-learning systems and the differences in gender roles among university instructors. Also, this study applied the qualitative approach in order to triangulate and verify the findings. In terms of the data collection, in the quantitative approach, a self-administered questionnaire was used, and data were obtained from 190 English instructors from 28 Saudi Arabian public colleges. For the qualitative section of the study, an interview based on semi structure was conducted. The interview was guided by interview protocol (interview guide), thus 14 informants were interviewed. Structural Equation Modeling (SEM) (quantitative) and thematic analysis (qualitative) were used to evaluate the proposed research. So, the results of this study showed that performance expectancy and social influence are significant predictors in influencing instructors’ behavioural intention (BI) to use a blackboard system (BBS), whereas effort expectancy facilitating conditions showed insignificant results with behavioural intention (BI). Subsequently, behavioural intention (BI) was significantly related to actual user behaviour. This study also examined gender as a moderator in the relation of behavioural intention (BI) to use the blackboard system (BBS) and actual usage behaviour of (BBS). Therefore, the results revealed that the interaction effect of ‘Gender’ was significantly moderate to the relationship between (BI) to use (BBS) and actual usage behaviour of blackboard system (BBS), which was stronger for females compared to males. In addition, from the qualitative data, the study further concluded that the best practice of teaching foreign languages such as English in Saudi Arabia lies in the three modes of teaching. These modes of teaching include; the traditional method (face-to-face), the online method, and the group discussion. As shown in the qualitative analysis that for better teaching and learning for the student, teachers should adopt the online mode available to them. Concerning technology in teaching foreign languages, it is concluded that most teachers in Saudi prefer to use the old method than the new method (online). This is due to its technical problem, high cost, and lack of adaptation by the teachers. The study further concluded that only through the use of technology in education gender segregation can be minimised in a country such as Saudi. Therefore, technology can play a vital role in minimising gender segregation in education. Thus, the model of this study has provided theoretical contributions by filling in gaps and offering accurate information followed up by conclusive evidence. This technique can also be used by universities to boost job performance, maintain instructors with high potential and talent in Saudi Arabia, and strengthen instructors' perceptions of (LMS).
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    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 Joon
    Education 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.
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    Using Digital Training to Support the Wellbeing and Management Skills of Teachers of Children With ADHD Symptom
    (https://eprints.nottingham.ac.uk/etheses/, 2023-05-31) Aldabbagh Reem Ali; Daley David; Glazebrook Cris; Sayal Kapil
    The current research aim was to determine the feasibility and acceptability of a digital intervention to assist primary school teachers in managing ADHD symptoms in the classroom. The thesis also aimed to provide preliminary evidence of the effectiveness of such digital interventions in decreasing teachers’ stress and enhancing children’s outcomes. The needs of children with ADHD are a significant concern for teachers, with around 5% of children meeting the threshold for clinical diagnosis and an additional 5% of school children having symptoms but not reaching diagnostic threshold. The manifested behaviours of ADHD not only affect the child, but also the teacher and the overall classroom atmosphere. Teachers in the United Kingdom have reported high levels of stress, and approximately 20% of new teachers in England leave the profession within the first three years due to a variety of factors, including student misbehaviour. In addition to often complex workloads, teachers are also expected to meet the needs of students with, or at risk of, developing ADHD. This has led to the belief that early interventions from teachers targeting young children with ADHD behaviour may reduce any ongoing adverse effects and can change the trajectory of the disorder while at the same time reducing stress levels on teachers. Interventions to support teachers’ management skills could break the cycle of disadvantage for both teachers and children with ADHD symptoms. An additional point of investigation in this thesis is to understand how, given the limited available free time teachers 3 have to engage with an intervention, a digital tool may offer an accessible intervention that supports reduction in teacher stress.The purpose of this thesis was to assess the feasibility and acceptability of a digital intervention to help primary school teachers in supporting children with ADHD symptoms. The thesis also aimed to provide preliminary evidence of the perceived effectiveness of digital interventions in reducing teacher stress and improving children's outcomes, thus, the doctoral research was divided into four studies. Study 1 is a systematic review and meta-analysis to investigate the effectiveness of teacher-delivered interventions for child externalising behaviours based on teacher and child outcomes. Five electronic databases were used in a systematic search. The findings support the role of teacher interventions for teachers who work with children who exhibit externalising behaviours. Study 2 describes a qualitative study using reflexive thematic analysis of semi-structured interviews with 17 teachers of children aged four to eight years in the United Kingdom (UK) to develop an understanding of their experiences of teaching children with ADHD symptoms in the UK and their unmet needs for support. The analysis revealed that teachers working with children with ADHD symptoms can feel overwhelmed and require more training in supporting those children. Study 3 is a qualitative study that sought to evaluate the feasibility and acceptability of using the ADHD Behavior Toolbox application to support 4 teachers of children with ADHD behaviours aged four to eight years using reflexive thematic analysis of 15 teacher interviews. The teachers were generally very satisfied with the suggested strategies, and the idea, usability, and functionality of the app. However, most participants provided suggestions to improve application functionality from their perspective. The analysis also revealed that the application was seen to support both new and experienced teachers. Study 4 outlines a study protocol for a single arm pre-post study to assess the feasibility of the ADHD Behavior Toolbox application with a target child, using a sample size of between 30 and 40 teachers. Participants would be asked to complete an online survey at baseline with validated measures of self-efficacy, depression, anxiety and stress, and child externalising behaviour for a target child. Participants would then use the ADHD Behavior Toolbox within their classroom practice before completing the measures post-intervention and completing a usability questionnaire. The need for teachers’ intervention for children with ADHD symptoms is revealed in the first three chapters of this thesis. The thesis also investigates the feasibility and acceptability of the ADHD Behavior Toolbox app for reducing teacher stress and supporting teachers of children with ADHD. Teachers were generally pleased with the application and provided feedback on how it could be improved to be more beneficial and appropriate to their needs. Overall, the study findings are promising, indicating that digital intervention may be an acceptable option. More research is needed to 5 investigate the potential efficacy of the Behavior Toolbox application using quantitative data, as well as to pilot recruitment and outcome measures prior to conducting a randomised controlled trial. We aim to develop and improve the ADHD Behavior Toolbox by following the (MRC) framework until we reach the implementation phase. At this phase, the app can be implemented in wide areas of the UK in schools in an effort to create a positive climate that supports children with ADHD symptoms and reduces stress for teachers.
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    General Education Teachers' Attitudes Toward Students With Learning Disabilities In Regular Education Classrooms In Ha’Il, Saudi Arabia
    (2023) Alshammari, Mohammad Basheer; Wood, Jody
    The present study aimed to examine the attitudes of general education teachers toward teaching students with learning disabilities in regular education classrooms in Ha'il, Kingdom of Saudi Arabia. The study was based on a sample of general education teachers in elementary schools and analyzed their attitudes in relation to their age, length of experience, and level of education. Results showed positive attitudes among teachers towards inclusion, with more advanced degrees and less teaching experience correlating with slightly more positive attitudes. Recommendations for practice and future research include enhancing teacher training, encouraging collaboration, and exploring factors affecting teachers' attitudes. Limitations such as small sample size and cross-sectional design were acknowledged, guiding future research to improve the quality of research on general education teachers' attitudes towards inclusion.
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