References
Abdul Qadir,
A. (2017). A proposal for a package of training programs needed to
apply STEM in light of the training needs of secondary- school
teachers. International
Specialized Educational Journal,
6(6), 167-184.
Abu Ghazal, O.
(2014). The role of school administration in directing
secondary-school students in Gaza governorates towards technical
education and ways to
develop it. Master
Thesis, Islamic University, Gaza.
Adams, D.
(2018). Mastering theories of educational leadership and
management.
University of Malaya Press,
Malaysia.
Advisory
Committee on Mathematics Education (ACME). (2016). Professional
learning for all
teachers of mathematics: Principles for teachers, senior leaders and
those who commission and
provide professional learning.
London: Royal Society.
Ahando, S.
(2015). The needs of the sustainable professional growth of
secondary-school teachers in
Arab schools in Burkina Faso from their perspective.
Journal of Comparative
and International Education,
1(2), 261-314.
Ahmed, A. (2012). Criteria for
adopting professional development programs for teachers in Egypt: A
critical vision and modern theory. Journal of the Faculty of
Education, Benha University, Egypt, 23(91), 31-44.
Al-Ajmi, M. (2015). Recent trends in
administrative leadership and human development. 3rd ed.
Dar Al- Masirah for Publishing, Distribution and Printing.
Al-Amr, F. & Daghri, A. (2017). The
role of the faculties of education in the professional development
of the teacher in light of the vision of Saudi Arabia 2030, The
Conference on the Role of Saudi Universities in Activating
the Vision of the Kingdom 2030, Al-Qassim University, KSA.
Al-Ashqar, H. (2016). The role of
supervisory performance indicators in increasing the effectiveness
of educational supervisor in Al-Ihsa educational governorate.
Master Thesis, Imam Muhammad bin Saud Islamic University, Riyadh.
Al-Blowei, A. and Ghaleb, R. (2012).
The professional development needs of general education mathematics
teachers in Saudi Arabia,
Center of excellence for
research in the development of science and mathematics education in
King Saud University. Journal of Educational and
Psychological Studies, Sultan Qaboos University, Oman, 6(1),
114-132.
Al-Blowei, M. (2017). The degree
of achievement of the indicators of the school supervisory
performance system in the general education schools for girls in
Tabuk city. Master Thesis, University of Tabuk, KSA.
Al-Brkati, N. (2017). The
effectiveness of qualitative supervisory performance indicators in
improving the performance of school leadership supervisors in Makkah
education offices from the point of view of their secondary school
leaders. Unpublished Master Thesis, Umm Al-Qura
University, Makkah.
Al-Daihani, S. (2016). The future of
career growth for Kuwait University faculty members: An introduction
to building intellectual capital from the perspective of leadership
at Kuwait University. Journal of the College of Education in
Educational Sciences,
40(3), 323-434..
Al-Ghamdi, H. (2017). The effect
of self development on the functional performance of educational
supervisors: An applied study on educational administration in
Khamis Mushayt. Master Thesis, Ibn Rushd College, Abha.
Al-Hila,
M. (2007). Classroom teaching skills. Dar Al Masirah for
Publishing, Printing and Distribution.
Ali, A. (2005). Conceptualization of
a training program based on meeting the training needs of
mathematics teachers in the preparatory stage in light of the
national standards of education in Egypt. Journal of Educational
Mathematics, 8(15), 68-126.
Al-Khalifah,
H. & Mutawa, D. (2015). Effective teaching strategies.
Mutanabbi Library.
Al-Khelawi,
Lina Suleiman Ali & Al-Yahya, Dalal Abdulrahman Ibrahim. (2017). The
degree of the contribution of the supervisory performance leadership
system in achieving administrative transparency in the education
offices in Riyadh. Journal of Scientific Research in Education,
18(8), 1-32.
Al-Maethim, &
K. & Al-Menoufi, S (2016). An analytical study of professional
standards for mathematics teaching issued by the National Council of
Mathematics Teachers (NCTM) in (2007). Journal of Mathematics
Education, 19(11), 217-258.
Al-Qahtani, M. (2016). Developing
administrative communication among the leaders of Riyadh city
schools in light of the integration between e-management and roaming
management. Master Thesis, Arab East Colleges for Graduate
Studies, Riyadh.
Alqarni, S. (2010). Clusters of
education supervisory system for the development of school
performance. Master Thesis , Umm Alqura University, Mecca.
Alrefaei, S.
(2009). School management procedures in Saudi Arabia.
Treasures of Knowledge Library.
Alruqi, R. & Alotaibi, N. (2018).
The effectiveness of using the inverted classroom
strategy in developing the literary
taste skills of first- secondary school students.
International Specialized Educational Journal, 7(9),
1-19.
Al-Sakarna, B.
(2011). Designing training programs. Dar Al-Masirah
for Publishing, Distribution
and Printing.
Al-Sameeh, M.
(2017). The role of supervisory practices of principals in the
professional development of new teachers in the education schools in
Bani Tamim and Alhariq governorates from the point of view of the
new principals and teachers. Journal of Educational and
Psychological Sciences, 1(6), 32-54.
Al-Shamrani,
S., Al-Shamrani, S., Al-Pursan, I. & Al-Durrani, B.
(2016). Highlights on the results of the gulf states in the study
of international trends in science and mathematics TIMSS 2015 brief
report, Center of Excellence for Research in Science and
Mathematics, King Saud University, KSA..
Al-Shara, A. (2018). Training needs
of new teachers from the point of view of principals of basic
schools in the directorate of education of Bani Obeid Brigade /
Irbid in Jordan. Journal of Educational and Psychological
Sciences, 2(18), 95-112.
Al-Shehri,
A. (2015). The training needs of science teachers in middle-stage
schools in the northern region of Saudi Arabia from the perspective
of teachers and supervisors in light of advanced science curricula,
Master Thesis, Yarmouk University, Jordan.
Al-Siyd, N.
(2011). Identifying the training needs of teachers in light of the
requirements of the knowledge
society (field study). Journal of the Future of Arab Education,
18(72), 383-444.
Al-Suwaiji, A. (2015). The
effectiveness of using active learning strategies in developing
professional competencies among teacher students of mathematics
division, Kuwait Journal of the College of Education,
(58), 488-521.
Anab, R. (2016). The training
needs of mathematics teachers in the upper basic stage according to
their future roles in the knowledge economy. Master
Thesis, Hashemite University, Jordan.
Ardie, R. & Wibowo, F. (2018).
Performance of headmaster leadership and work
motivation of vice-principals and
homeroom teachers toward quality of
education. Advanced Science
Letters, 24(4), 2751-2755.
Assaf, A. (2000). Training and
human resources development fundamentals and processes. Zahran
Publishing & Distribution House.
Awadallah, N. (2011). The
reasons for the reluctance of first-grade secondary students to join
the scientific branch in public schools in the governorates of Gaza
and ways to reduce them. Master Thesis, Islamic University,
Gaza.
Boyce, J. & Bowers, A. (2018).
Different levels of leadership for learning: investigating
differences between teachers individually and collectively using
multilevel factor analysis of the 2011-2012 Schools and Staffing
Survey. International Journal of Leadership in Education, 21(2),
197-225.
Caine, G.
& Cain, R. (2010).
Strengthening and enriching your building professional learning
communities. The Art of Learning Together, ASCD.
Cornett, J., Knackstedt, K. &
Deshler, D. (2018). Leading change to improve inclusive teaching
and learning. Handbook of Leadership and Administration for
Special Education.
Dahawy, B.
& Khater, M. (2016). Building
professional learning communities for Egyptian schools improvement.
Educational Administrative Journal, 3(9), 445-481.
Education Evaluation Authority.
(2017). Professional standards and pathways for teachers in Saudi
Arabia. Education Evaluation Authority, King Fahd National
Library for Publishing.
Finster, M. & Milanowski, A. (2018).
Teacher perceptions of a new performance
evaluation system and their influence on practice: A within
and between-school level analysis. Education Policy Analysis
Archi-ves, 26, 41.
General Administration of
Educational Supervision for Girls. (2019). Supervisory and school
performance indicators system.
King Fahd National Library for Publishing.
Ginsburg, A., Gray, T. & Levin, D.
(2004). Online professional development for mathematics teachers:
A strategic analysis. National Center for Technology Innovation,
American Institute for Research.
Hamed, H. (2013). A proposal for
developing training programs for technical secondary education
supervisors. The future of Arab Education. 20(85),
478-482.
Harris, A.
& Jones, M. (2010).
Professional learning communities and system improvem-ent.
Improving Schools, 13(2), 172-181.
Hassan, H. & Khalil,
I. (2017). Attitudes of mathematics and
science teachers towards professional development programs and their
relationship to some variables. Journal of Educational Sciences,
2(2), 97- 122.
Hidayat, M., Dimyati, M. & Supardi,
S. (2018). Effect of supervision, motivation of achievement and
reward on teacher performance with leadership style as a variables
of moderation. MBA Journal of Management and Business Application, 1(2),
13-21.
Hilal, M (2003). Study needs and
planning for training.The Book House.
Husain, A., Matsa, D. & Miller, A.
(2018). Do male workers prefer male leaders? An analysis of
principals' effects on teacher retention (No. w25263). National
Bureau of Economic Research.
Ischinger, B. (2009). Creating
effective teaching and learning environments: First results from
TALIS, OECD. ISBN 978-92-64-05605-3.
Khatib, M. & Ghoul, M. (2008). The
professional training needs needed in the classroom position of
Arabic language teachers and in light of their opinions and the
relationship of their appreciation of their training needs with
their teaching behavior observed by supervisors. The Message of
Education and Psychology, 31, 49-82.
Khattab, I. (2018). The level of
principals in UNRWA's Jordan leadership
for the future program and its relation to the level of professional
development of teachers from their
perspective. Master
Thesis, Middle East University, Amman, Jordan.
Kulshrestha, A.
& Pandey, K. (2013). Teachers
training and professional competencies. Voice of Research,
1(4), 29-33.
Lao, H., Ekosiswoyo, R., Sutarto, J.
& Pramono, S. (2018). The
performance of teachers in the
digital era in improving learning quality. In: International
Conference on Science, Education and Technology (ISET 2018).
Atlantis Press.
Mohammed, B. (2012). The development
of training programs for middle-school teachers in the Kingdom of
Saudi Arabia in light of the requirements of the knowledge society.
The Arab Journal of Educational and Social Studies, 1,
29-65.
Mohammed, R. (2017). The
effectiveness of a proposed training program using web 2.0
educational tools for the professional development of middle-school
mathematics teachers in light of their training needs for teaching
developed curricula in Aaudi Arabia. Arab Studies in Education
and Psychology, 84, 63- 109.
Murad, S.
(2014). A proposal for a training program for the development of
teaching skills of teachers of physics at the secondary stage in
light of the principles and requirements of integration between
science, technology, engineering and mathematics (STEM) in the city
of Hail, Saudi Arabia. Arab Studies in Education and Psychology,
56, 17-50.
Nahili, A.
(2010). The role of principals in raising the efficiency of
teachers. Damascus University Journal, 26(1-2),
137-173. Syria.
National
Council of Teachers of Mathematics (NCTM). (1989). The curriculum
and evaluation
standards for school
mathematics. The Council.
Obeidat,
D.,
Abdulhaq, K. &
Adas , A.
(2012). Scientific
research: Its concept, tools and
methods.Dar
Al Fikr Publishing.
Pérez Cañado,
M. (2016). Teacher training needs for bilingual education:
In-service teacher perceptions. International Journal of
Bilingual Education and Bilingualism, 19(3), 266-295.
Putwain, D. &
Von der Embse, N.(2019). Teacher self-efficacy moderates the
relations between imposed pressure from imposed curriculum changes
and teacher stress. Educational Psychology, 39(1),
51-64.
Rashed, M. &
Khashan, K. (2009). Mathematics curricula and teaching methods
for the basic grades.Dar Al Janadriyah.
Saeed, M.
(2011). Estimating the training needs for the professional growth
of teachers of social subjects in the second part of the basic
education stage from the point of view of teachers and supervisors
in Zawia city schools. Master Thesis, Tripoli University, Libya.
Salama, M. (2018). Needs of
in-service training for teachers of the first three grades in the
directorate of education in the north-east badia district from the
perspective of educational managers and supervisors. Master
Thesis, Al-Albayt University, Jordan.
Scales, R.,
Wolsey, T., Lenski, S., Smetana, L., Yoder, K., Dobler, E. & Young,
J. R. (2018). Are we
preparing or training teachers? Developing professional judgment in
and beyond teacher preparation programs. Journal of Teacher
Education, 69(1), 7-21.
Sevinc, S. & Lesh, R. (2018).
Training mathematics teachers for realistic math
problems: A case of modeling-based teacher education courses. ZDM, 50(1-2),
301-314.
Shdeifat, Y. &
Irshid, A. (2009). The training needs of teachers of english
language for basic education from their perspective in public
schools in the directorate of education of Al-Mafraq Kasbah.
Almanara Journal for Research and Studies, 15(3), 65-92.
Shroff, N.
(2019). TQM indicators implemented by teachers of the primary
school. In: Logistics, Supply Chain and Financial Predictive
Analytics (243-254). Springer.
Sitisyarah, K.
& Aisyah, A. (2018). The relationship of transformational leadership
style of principals and participation of teachers in MGMP with
mathematics teachers’ performance. IORR Jurnal of
Humanities and Social Sciences, 23(10), 15-24.
Talha, M.
(2012). Comprehensive guide to effective training. University
Culture Foundation.
Tammam, S. &
Taha, A. (2013). Teacher professional development. Modern
Library for Publishing and Distribution.
Tatweer. King
Abdullah Bin Abdulaziz project for the development of public
education. (1436 AH). Professional learning communities.
National School Development Program,
Tatweer Educational Services Company.
Tawfiq, A
(2007). Training fundamentals and principles. PMEC Management
Professional Experience Center.
Wageman, J.,
Anderson, S., Duffield, S. & Nyachwaya, J. (2018). The relationship
of academic indicators and professional disposition to teaching
skills: A secondary data analysis. Administrative Issues Jour-nal, 8(2),
10.
Wieczorek, D.,
Clark, B. & Theoharis, G. (2018). Principals' perspectives of a race
to the top-style teacher evaluation system. Journal of
SchoolLleadership, 28(5), 566-595.
Zaslavsky, O. & Leikin, R. (2014). Professional development of
mathematics teacher educators: Growth through practice. Journal
of Mathematics Teacher Education. (7) 5-32