Teachers' Experiences with School Improvement Projects: The Case of Bahraini Public Schools

Autor/in	Abdul Razzak, Nina
Titel	Teachers' Experiences with School Improvement Projects: The Case of Bahraini Public Schools
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1229898 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1229898
Schlagwörter	Foreign Countries; Public Schools; Improvement Programs; Phenomenology; Program Implementation; Questionnaires; Change Strategies; Mixed Methods Research; Feedback (Response); Inservice Teacher Education; School Effectiveness; Educational Change; Likert Scales; Program Effectiveness; Emotional Response; Teacher Responsibility; Career Readiness; Instructional Effectiveness; School Support; Teacher Attitudes; Bahrain + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Effizienzsteigerung; Phenomenological psychology; Phänomenologie; Psychologie; Fragebogen; Lösungsstrategie; Lehrerfortbildung; Schuleffizienz; Bildungsreform; Likert-Skala; Emotionales Verhalten; Lehrverpflichtung; Unterrichtserfolg; Schulförderverein; Lehrerverhalten
Abstract	For any school improvement (SI) initiative to succeed, teachers' "buy-in" is a must. Usually, such a commitment is weak when the needed resources, training, know-how, and support are lacking. Bahraini public schools require teachers' "buy-in" and commitment. The twofold question though is this: (1) What are the experiences of teachers in Bahraini public schools with respect to SI project implementation and (2) what are some suggestions they have, to possibly make such an implementation more successful? This is the research question that this mixed-methods study addressed by collecting data from (1) teachers in Bahrain, through their completion of a questionnaire containing closed and open-ended items; and (2) feedback sheets of in-service teachers who were involved in the training and implementation of one of the SI projects in Bahraini schools. The data analysis yielded interesting results, which can help enlighten policy-makers in Bahrain regarding the way forward with SI. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01