EVALUATING THE PERFORMANCE OF THE GENERAL DIRECTORATE FOR TEACHER PREPARATION, TRAINING, AND EDUCATIONAL DEVELOPMENT AND ITS RELATIONSHIP WITH TRAINING QUALITY FROM THE TRAINEES’ PERSPECTIVE
Keywords:
Performance evaluation, institutional performance, training quality, teacher preparation, trainees.Abstract
The study aimed to evaluate the performance of the General Directorate for Teacher Preparation, Training, and Educational Development and to examine its relationship with training quality from the trainees’ perspective. The study adopted the descriptive analytical approach, and a questionnaire was used as the main tool for data collection from a sample of 100 male and female trainees drawn from a research population of 1,300 trainees. The questionnaire consisted of two main dimensions: the first addressed the evaluation of the Directorate’s performance, while the second addressed training quality. The results showed that the level of performance evaluation of the Directorate was high, as the overall arithmetic mean for this dimension reached 3.70, with a relative importance of 74.04%. The results also indicated that the level of training quality was relatively high, as the overall arithmetic mean for this dimension reached 3.44, with a relative importance of 68.82%. The findings further revealed that some aspects still require development, particularly those related to the training environment, the tools and technologies used, practical activities, and follow-up mechanisms after the completion of training. The results of the Pearson correlation coefficient test also proved the existence of a statistically significant positive correlation between the evaluation of the Directorate’s performance and training quality, as the correlation coefficient reached 0.638 at a significance level of 0.000, which confirms the acceptance of the main research hypothesis. The study concluded that improving training quality is clearly associated with the level of the Directorate’s institutional performance, and that developing planning, organization, follow-up, and the provision of training requirements contribute to enhancing the quality of training programs provided to trainees.
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