Education in Supervision & Administration

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Factors that Affect Teachers' Quality of Professional Life
(2000) Osseiran, Lara
Increasingly, national and international initiatives are directed toward finding ways to improve the quality of the teaching profession for all teachers. One step in developing a high-quality staff would be in understanding the factors (work conditions, roles and responsibilities, and classroom practices) associated with teachers' perceptions regarding their teaching career (overall job satisfaction, work centrality, and occupational stress). The schools were randomly selected from a list of private schools in Beirut, Lebanon whose language of instruction is English. The list was available from the Center of Education Research and Development. Permission to involve the teachers was obtained from the principals of schools. 90 teachers out of one hundred-ten responded to the questionnaire that inquired about teacher's perceptions regarding the teaching career in terms of the factors that affect satisfaction on the job. The frequencies of the teachers' perceptions were measured through the selection of one of the following indicators: "a great deal, to some extent, not much." These indicators were represented consecutively by the numbers 3, 2, and 1. The questionnaire consisted of 31 questions. Frequency counts were calculated to detect the range required for the teachers' responses. In addition, Pearson product moment correlation coefficient was calculated to determine the level of the teachers' satisfaction on the job. Positive results were obtained by correlating classroom practices with overall job satisfaction (r = .355; p < 0.001). Another positive correlation was found between work centrality and classroom practices (r = .311; p < 0.001). Almost 98% of the teachers considered success on the job as important. In the case of roles and responsibilities with overall job satisfaction, there was a significant positive correlation between them (r = .316; p<0.001). Another significant positive correlation was obtained between work conditions and overall job satisfaction (r = .387; p<0.001). All subjects appear to place high value regarding classroom practices. They were all in favor of building warm relationships with their pupils. Further, only 17% of the subjects considered that job satisfaction is not good "most of the time." Finally, results showed that 16% of the subjects experienced stress in their present job.
The Effects of Teacher Ability, Motivation and Work Situation on Student Performance
(2000) Tchenozian, Hourig
This study examines the relationship of teachers' performance to student performance in mathematics of 6th, 7th, 8th, and 9th grade students in Beirut. A general model of teachers' performance suggests that the effects of teachers on students' achievement can be explained by three general classes of variables: teachers' ability, motivation, and work situation. This study shows and discusses how the combined effects of these classes of variables can explain students' performance in math. The analyses revealed that teachers' performance could have a direct but week [sic.] effect on student performance in mathematics.
Job-related Stress, School Climate and Burnout Among Classroom Teachers
(2001) Balian Sarkissian, Takouhie
A questionnaire-based research was conducted to examine the relationship between both forms of teacher burnout (psychological and physical) with the following factors: (a) job-induced stress, (b) school climate and (c) teaching experience. The questionnaire was adopted from Hock (1988) and Riehl and Sipple (1996). The sample was composed of 48 elementary English teachers of private schools in Beirut. The results showed that only the school climate was positively related with both forms of burnout. Moreover, it was found that buffers (i.e. parental support, paperwork and being provided with the necessary teaching materials) were significantly related with teachers' physical burnout. While the order of students (i.e. students' attitude toward school work and their behavior in classroom) and administrative support were significantly correlated with teachers' psychological burnout. Salary was also found to be the highest stress-inducing factor among the other job-stressors, for most of these teachers. Therefore, to enhance the psychological and physical well-being of teachers, they should be supported by their principals and by their students' parents. In addition, they should be provided with the essential teaching materials and be relieved from unnecessary paperwork and from the disciplinary problems that are associated with students.
Effects of Socioeconomic Status on the Educational Aspirations and Expectations of the Lebanese Armenian High School Students
(2001) Harboyan, Lory
The current study examined the effects of socioeconomic status on high school students' educational aspirations and expectations. Two other variables, academic achievement and significant others' influence, were studied as influential factors in students' post-high school destinations. The arguments were based on Hyman's class-differentiated value system, and Sewell's social-psychological model for educational attainment. The target sample was the Lebanese Armenian youth attending Armenian schools in Lebanon. The instrument used to collect the data was a 30-item questionnaire that was answered by 211 Lebanese Armenian eleventh grade students. Results of the stepwise regression analyses showed that socioeconomic status had some significant predictive power over students' educational aspirations and expectations. Reported academic achievement—mainly the official Brevet examination scores—and significant others' influence were also related to the subjects' post-high school plans.
Factors Influencing School Mobility: Armenian Case in Lebanon
(2003) Khatchigian, Sarine Ghazaros
The purpose of the following research is to try to comprehend the factors that influence and contribute to school mobility, with a stress on the Armenian situation in Lebanon. The research also attempts to scientifically ascertain why some Armenian parents are choosing non-Armenian schools, and to understand the parents' opinions and perceptions concerning Armenian schools operating in Lebanon. The instrument used to collect data was a 32-item questionnaire, which was made up of two sections. The sample consisted of 311 parents of grade six students attending the Armenian schools in Greater Beirut. The results showed that the majority of the families come from a low SES background. It also became clear that there have been significant demographic changes when residence is concerned, and, also, more than half of the students have already changed school before. As for parents' perceptions of Armenian and non-Armenian schools, in most cases parents have a positive perception of the Armenian schools, except when integration with the local Lebanese community and establishing contacts with the latter are considered.
The Effects of Principal Leadership: Teachers' Involvement in Reconstructing Schools
(2004) Cholakian, Rima
To have a restructures school, an effective principal is needed. The list of the Armenian schools was taken from the Armenian Evangelical Educational Council, and a questionnaire was given to two hundred twenty-seven full-time teachers. A research was conducted using the Armenian private schools of Beirut to test the following hypotheses (If principals empower their teachers in decision-making processes, if teachers feel they are accountable to their principals, if teachers perceive their principals to be effective, if teachers have high values in themselves and each other, then restructuring can be implemented positively and effectively) pertaining to a number of factors related to restructuring. The questionnaire consisted of thirty-one questions. A stepwise multiple regression analysis was run to find the relationship between restructuring as perceived positively by teachers and all other factors affecting restructuring. The affected factors were empowerment of teachers in decision-making, accountability of teachers toward their principals, perception of the teachers toward their principals as being effective, and teachers having high values in themselves and each other. Teachers believe that the effective principal is the key and pivotal person to restructure the school. On the other hand, the principals should be aware of the teachers' opinions and they should not underestimate them because teachers are better able to spot areas of improvement, identify solutions and take corrective actions than the principals. To have a restructured school, effective principal and teachers should work hand-in-hand. This implies that principals' and teacher's attitude, students' learning and outcome will be affected positively.
Effects of Phonological Awareness Instruction on Reading Acquisition of the English Language in Lebanese Private Schools
(2005) Khattab, Gina
The current study examined the effects of phonological awareness instruction on children’s reading achievement in Lebanese private schools at the preschool level. In addition to phonemic awareness, two variables - rhyme and letter-sound knowledge, were included to ascertain if a relationship exists between rhyme and letter-sound knowledge to phonological awareness and its importance in achieving a higher level of literacy development. The target sample was the preschool level in the Lebanese private school (ages 4, 5 & 6). The instrument used to collect data was a 35-item assessment test. One-hundred and eighteen children were assessed in Kindergarten II from three different schools which implement diverse instructional methods in learning a second language (English). Results showed a significant difference between the average scores of children receiving the two instructional methods; phonological awareness and letter-sound knowledge, and the average scores of children who only received letter-sound knowledge and/or rhyme instruction. No evidence was found for a significant difference between children who received rhyme and letter-sound knowledge instruction and children who only received letter-sound instruction.
The Effects of a Professional Development Program on the Implementation of Mathematical Problem Solving in the Classroom
(2005) Shoufani, Elias
Problem solving in school mathematics has been a priority in mathematics education since 1980, and while it has been a key area of focus, students continue to score poorly on test questions that measure mathematical problem-solving skills. With the emphasis on standardized testing globally, there is a real need to find a solution for this continuing poor student performance in mathematics. Most research completed in the last 25 years in the area of mathematical problem solving has focused on student achievement. One approach to improving student solving skills is to implement reform to educate teachers in mathematical problem-solving skills. With the current shortage of qualified mathematics teachers, and teachers with certifications other than teaching mathematics, it is necessary to determine effective ways of providing professional development for teachers in critical areas of mathematics such as problem solving. The purpose of this study was to determine if a professional development program that taught mathematical problem-solving skills affected teachers' performance. Did these teachers provide problem-solving opportunities more frequently than teachers who had not participated in the program? This study compared two groups of teachers, those who participated in a professional development program, and a group of teachers who did not participate in the professional development program. The area addressed was the use of the problem solving model and strategies. The results of this study suggested that teachers who participated in the professional development program incorporated problem solving more frequently than teachers who had not participated in the program. The study supported existing research, that if educational reform is to be accomplished, it requires well-constructed professional development programs and long-term support.
E-Learning Education: An Exploratory Study on High School Students' Attitudes and Educational Use of the Internet
(2005) Jabbour, Sawsan
The current study explored, within E-Learning education, the possible impact of Internet-based learning on high school students' attitudinal and E-educational use of the Internet. It investigated the context of E-Learning education in Lebanese educational institutions. It explored the practices of Lebanese postmodern generation in relation to the Internet and their tendency towards a New Value System. The study compared students' attitudes towards the use of the Internet with teachers' attitudes towards the Internet, as perceived by students. It also pointed at teachers' impact on students' integration of E-Learning in educational settings. The instrument used to collect the data was a 34-item questionnaire that was answered by 232 English high school students of eleventh grade. Results of frequency tests on Internet accessibility and connectivity is supported, so as the frequency tests of the Practices of the New Value System of postmodern generation. Although the correlation tests run for students' and teachers' attitudes showed no positive relation, it supported the current research considerably. A t-test is run to describe teachers' attitudes and their Internet-based integration. It also was found supported.
The Effects of Parent Involvement at Home and Parent Education Level on Student Achievement in Elementary School
(2005) Cofsky, Mary Beth
This study examined the effect of parent involvement at home and parent education level on student achievement at an elementary school (Grades 1-6) in the suburbs of Beirut. A nine-item questionnaire and student grades in English and Mathematics were used to collect the data. The results showed that there was a negative correlation between student achievement and help with homework, a positive, slight correlation between student achievement and discussions about school, and a positive, strong relationship between student achievement and parent education level. The negative correlation may have been because poor student performance resulted in parent involvement. The two positive results were weaker than expected, possibly because the research was conducted at a private school rather than at public schools.
Teacher Motivation: What Motivates an Arab Teacher?
(2005) Tutunji, Suha Sawaya
Research on teacher motivation has tried to understand what sustains teachers in their profession and motivates them to keep teaching. The current study examines what motivates an Arab teacher in two Arab Countries; Lebanon and the United Arab Emirates. The two main variables studied were intrinsic and the extrinsic motivators. The target sample was Arab teachers teaching upper and lower schools in Lebanon and the United Arab Emirates. A 27 item questionnaire was answered by 204 Arab teachers. Results showed that there was no significant difference between the two variables.
A Study of the Relationship Between Teacher Efficacy, Demographics, and Students' Achievements in Reading in United Arab Emirates
(2006) Francis, Lina G.
The current study examined the effects of teachers' sense of efficacy on students' reading achievement. Other demographic variables were studied as possible influential factors on teachers' sense of efficacy. Two separate questionnaires were completed by the supervisors and the teachers, respectively. The target sample were the foreign teachers (N=42), supervisors (N=3), and students (N=799) in two elementary private schools located in Dubai, United Arab Emirate. The reliability of the teacher efficacy scale was tested by Cronbach Alpha. One-way ANOVA tests, independent t-tests, and multiple regressions were used to test the hypotheses. Significant results showed that experienced teachers have higher sense of efficacy than novice teachers. Furthermore, results showed that the higher the teacher's efficacy: a) in student engagement, the higher the student's open ended score; b) in classroom management, the lower the student's score on comprehension; c) on the whole Teacher Sense of Efficacy Scale, the higher the student’s scores on vocabulary and open ended sections. Finally, new directions for research were proposed.
The Effects of Computer-assisted Instruction on Students' Attitude and Achievement in Mathematics
(2006) Choufani, Jimmy L.
This study was initiated to determine if computer-assisted instruction contributes to an increase in mathematics performance of elementary school pupils in comparison to students who use the traditional assisted instruction method. The sample comprised 46 students who were subject to a pretest and posted after receiving CAI in mathematics. A T-test analysis of the results revealed a gain in the scores of the CAI contributes to the overall performance of students when Information Technology is integrated into the curriculum.
Exploratory Study of Principalship in the Beirut Area
(2006) Al Jamal, Samer H.
The purpose of this exploratory study was to understand and measure principal leadership and effective practices in private Beirut schools. The 16-item questionnaire was mailed to all 113 school principals after whom 24 (14 women principals and 10 men principals) filled their copies and sent it back. Nevertheless, this study was able to investigate the principals' attitude and approach toward various educational leadership issues such as: traits of effective school principals, their effect on student achievement, priorities of a principal, and many other aspects of principalship. We were also eager to survey the principals' enthusiasm toward having a licensure system for school principals in Lebanon as well as their opinion regarding a Leadership Training Program prior to handling this job. The study revealed that 66% of the principals are above 50 years of age. It also showed that 54.2% of the principals hold a bachelor's degree while only 29.2% have a master's degree. In this study, Lebanese school principals ranked "having a clear vision and a plan to achieve that vision" as the first priority for successful school leaders. While 70% of them agreed that the ministry of education should issue a licensure system to qualify principals in the profession, and 80% supported the idea that a Leadership Training Program is necessary for principals to perform a better job, only 66.7% agree that there is a strong relationship between their role and student achievement. However, the study revealed various interesting facts that were highlighted in details.
Student Mobility: Academic Achievement and the Effect of an Intervention Plan
(2009) Kourieh, Elias
This study is initiated to determine if students' mobility has a negative effect on the academic achievement in Math and English. It discusses findings based on interviews with families. It also covers the impact of an intervention program aiming to minimize mobility's effect on students. The study extends throughout two years. In 2006-2007 the total number of students is 389, and in 2007-2008 the total number of students is 367. The sample comprises of students of grade 6, 7 and 8 who are divided into two groups: mobile and no mobile students. Their results of the year 2006-2007 are taken and compared. The comparison shows that the no-mobile (stable) students performed better than the mobile ones in Math and English. The intervention program comprises a set of strategies used to lessen the effect of mobility. The analysis shows that these strategies are effective, and they helped the students to overcome some of the academic problems in English but not in Math.
Extrinsic and Intrinsic Factors Motivating Lebanese Teachers
(2010) Kamarieh, Nancy Ramez
The present study was conducted to assess the extrinsic and intrinsic factors that motivate teachers to teach. It measured each type of motivation: extrinsic and intrinsic, and specified the level where each teacher stands starting from amotivation, passing through the three types of extrinsic motivation (external regulation – introjected regulation – identified regulation) gradually reaching to types of intrinsic motivation (to know – to accomplish things – to experience stimulation). The focus of the study was to measure each type of extrinsic and intrinsic motivation on private school teachers through all the school levels starting from kindergarten (33 teachers), elementary (83 teachers), intermediate (55 teachers), and ending with secondary classes (35 teachers). Participants were asked to provide information concerning their age, degree earned, classes they teach… and fill in the following questionnaire: The Academic Motivation Scale (AMS), adopted from Vallerand (1989) and The Teacher Motication Questionnaire. There were 13 schools involved in this study. The gender of this study consisted of males (n= 43) and females (n= 163). Results showed a significant relationship between total years of teaching experience and years of teaching experience in the current school with both extrinsic and intrinsic motivation. Another significant result was the relationship in gender: Females are more intrinsically motivated than males. Consequently, in order to motivate teachers, they should be supported by their principals and their students' parents, rewarded and less isolated with each other.
Relation of Instructional, Pedagogical and Course Content Characteristics to Student Ratings of University Instructors' Teaching Effectiveness
(2010) Haddad, Samar
It is essential to determine if student ratings of instructors' teaching effectiveness reflect systematic bias due to instructor's gender. Students in five universities were asked to rate instructors in three factors: interpersonal characteristics, pedagogical characteristics and course content characteristics. Group differences were examined based on student gender, instructor gender, student level, and class size. Results indicated significant interactions between student gender and instructor gender in the course content characteristics but no differences were found in the interpersonal characteristics or pedagogical characteristics. Significant results were also found in the course content characteristics when the course was required. The findings were promising in the sense that they tended to eliminate gender bias in student evaluations of their instructors. The findings also suggested that administrators should not assume one gender to supply good or bad instruction, and they should not reward instructors on the basis of the instructor's gender but rather on individual course performance.
Perceived-teacher Self-efficacy as a Predictor of Job Burnout among a Sample of Lebanese Teachers
(2010) Sinno, Manal
The present study examined the relationship of teacher self-efficacy and general self-efficacy to burnout on a sample of school teachers (N= 112) in Beirut. The study relied on self-report measures where participants were asked to provide demographic work-related information and fill three questionnaires: Maslach Burnout Inventory (MBI), General Self-Efficacy Scale (GSE), and teacher Self-Efficacy Scale (TSE). Results were computed using analyses of correlations and regression. The results of the study showed that Teacher Self-Efficacy and General Self-Efficacy are positively and significantly correlated; whereas there was no significant relationship with general or with teacher self-efficacy. Further analysis showed that the number of absent days, among all other demographic variables, is the highest predictor of burnout.
Academic Achievement as a Function of Frequency of Testing and Level of Motivation
(2010) Nassab, Ghina
The present study reviewed Research on the impact of classroom testing frequency, and examined the effects of frequent testing on student's motivation at the elementary level. Participants were six grade elementary level students in two Lebanese Private schools, which are similar in many aspects but differ in their testing procedures as one uses the frequent testing technique while the other uses the non-frequent way of testing. The instrument used to collect data was the 20-item Academic Motivation Scale (AMS) questionnaire, which is designed to assess the extent to which an individual's academic motivation is intrinsically or extrinsically driven. Data was collected then analyzed using t-tests and correlations. The results indicated that frequently tested students had higher extrinsic motivation and higher school grades than non-frequently tested students.
The Relationship between Extracurricular Activities, Academic Achievement and Self Esteem among Lebanese High School Students
(2011) Ghazarian, Mary Yeghia
The relationship between involvement in ECA, academic achievement and self esteem was studied in the research paper. The sample included 141 middle and high school students selected from 2 middle SES schools in Greater Beirut. The findings of the ANOVA and t-test suggest that there is a statistically significant difference in the academic achievement of participants in moderate hours of ECA (10-15 hrs/week) compared to low (0-9) or high (16+) participation in ECA. Additional results suggested that self esteem among the three groups was insignificant. Moreover the outcomes revealed that ECA related to sports had greater impact on the academic performance of students than non sport ECA. However, males were the most influenced when it came to sports. Further longitudinal research can be done to identify the long term effect of these ECA on students. The number of ECA can be complementary study as well.

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