Objectives: The purpose of this study is to identify the quality of teacher training in the Ministry of
Education in Palestine and to explore potential differences in training quality based on gender,
specialization, and the interaction between these variables.
Methods: The study utilized a stratified random sample of (385) teachers, comprising approximately
(10%) of the study population. A questionnaire containing (56) items was distributed, covering six
domains: training quality, trainers, e-training, administrative facilities for training, trainees, and
training environment. Exploratory factor validity was employed to extract and validate items for
each domain, ensuring tool reliability.
Results: The study revealed that the overall quality of teacher training in the Ministry of Education
in Palestine was moderate, with a relative response weight of (69.4%). Among the domains, the field
of "trainers" ranked highest with a weight of (78.8%), while the "training environment" ranked
lowest at (59%). Although no significant differences were found in the total score of training quality
based on gender, specialization, or their interaction, statistically significant differences were
observed in specific domains, particularly in trainers and e-training.
Conclusions: To enhance teacher training, the study recommends focusing on improving the
training environment, adopting clear, observable, and measurable training standards and indicators,
and catering to the specific training needs of teachers.
Keywords: Quality, training, training quality, ministry of education.

Title

عبدالناصر عبدالرحيم محمد قدومي

Publisher

دراسات العلوم التربوية الجامعة الاردنية

Publisher Country

Jordan

Publication Type

Both (Printed and Online)

Volume

50

Year

2023

Pages

117-132