Training Needs Related to Teaching Methods from the Perspective of a Sample of Kindergarten Teachers According to Selected Variables

Abstract

The present study aims to identify the training needs related to teaching methods from the perspective of a sample of kindergarten teachers in selected Syrian governorates, and to rank these needs according to their relative importance. It also seeks to examine differences in these needs based on the following variables: (administrative affiliation of the kindergarten, academic qualification, and years of experience). The study sample consisted of 309 kindergarten teachers selected from 30 kindergartens distributed across five governorates (Damascus, Rural Damascus, Deir Ezzor, Aleppo, and Idlib). A questionnaire comprising 40 items was employed, equally divided into four domains: (lesson preparation, selection of teaching methods, application of teaching methods, and evaluation of the effectiveness of teaching methods).

The findings revealed that the domains of (lesson preparation and application of teaching methods) ranked first and second, respectively, at the level of “very urgent training need.” The domain of (evaluation of the effectiveness of teaching methods) ranked third at the level of “important training need,” while the domain of (selection of teaching methods) ranked fourth and last at the level of “less important training need.” Results also indicated significant differences in teachers’ assessment of their training needs related to teaching methods across subdomains and in the overall score, depending on the administrative affiliation of the kindergarten, in favor of teachers in private-sector kindergartens. Differences were also found according to academic qualification, in favor of teachers with lower qualifications, and according to years of experience, in favor of teachers with fewer years of service. The results were interpreted in light of the theoretical framework and previous studies, as well as from the researchers’ perspective.