Educational Research (ISSN: 2141-5161) Vol. 2(3) pp. 1021-1030 March 2011
Available online@ http://www.interesjournals.org/ER
Copyright © 2011 International Research Journals
Full Length Research paper
The Effects of a Training Program in Improving
Instructional Competencies for Special Education
Teachers in Jordan
Suhail Mahmoud Al-Zoubi* and Majdoleen Sultan Bani Abdel Rahman
Faculty of Education, Najran University, Kingdom of Saudi Arabia (KSA)
Accepted 20 March, 2011
The purpose of this study was to construct a training program based on instructional competencies
and to measure its effects in improving these competencies for special education resource room
teachers in Jordan. The sample of the study consisted of 50 teachers. The participants were distributed
into two equal groups, with 25 teachers in each group. The teachers in the experimental group were
attached with the training program module; whereas the teachers in the control group were exposed to
the conventional training program. The results of (ANOVA) revealed that there were statistically
significant differences between the two groups' performance on the post-achievement test and the
post-observation scale, favoring to the experimental group. The results of qualitative data analysis, that
utilized interview methods showed significantly better performances of the experimental group
teachers than of the control group in improving the personal and professional competencies.
Keywords: Resource room teachers, instructional competencies, In-service training program, Jordan.
INTRODUCTION
Teachers’ training programs are necessary in order to
upgrade teachers' skills, knowledge and performance,
also to enable them to be more effective. According to
Davis and Davis (1998), a teacher-training program is a
process through which skills are developed, information
is provided, and attitudes are nurtured, in order to help
teachers to be more efficient in their work. Thus, training
comes in as a solution to the lack of performance of the
teachers or when there is need to effect change in the
way things have been done (Mathekga, 2004).
Furthermore, training programs play a crucial role, as it is
through training that teachers' skills and attitudes can be
changed for their own betterment. Therefore, training
programs are of vital importance to teachers and to
governments to pass on the latest innovations in teaching
methods/strategies and new curricula (David, 2001).
There are two programs for teacher training: preservice and in-service. In pre-service training program
(PSTP), teachers often have to attend compulsory
courses according to rules established by curricular to
obtain a diploma or first degree. Such training is provided
*Corresponding author email: suhailalzoubi@yahoo.com
by formal education institutes, which prepare future
professional for job (Carroll et al., 2003).
In-service training programs (ISTP) are necessary to
re-orientate teachers to new goals and values, to train
them in new teaching and learning methods, to prepare
them to cope with curriculum change, and to provide
them with the knowledge and skills to teach new learning
areas (Conco, 2004; Al-Zoubi et al., 2010). ISTP
programs also help teachers develop their own work
thoroughly. They become more conscious of strategies
for curriculum change and development, as many
teachers enter the teaching profession without having
received sufficient ISTP, though they may acquire basic
skills in research and decision-making at various levels
(Carl, 1995).
Dilts (2002) holds that ISTP programs help teachers: (i)
to be better able to handle difficult students, to develop a
great understanding of different learning styles; (ii) to
enhance learners’ self-esteem and therefore their desire
for positive reinforcement; and (ii) to become more
creative, imaginative and stimulating in their presentation.
ISTP programs are specifically essential in preparing
special education teachers. In a study examining the
training needs for special education teachers, Westat and
Rockville (2002) indicate that the needs of teachers
1022 Educ. Res.
include teaching diverse students and using technology
in instruction. It is for this reason that many countries run
special education programs to develop comprehensive
plans for training teachers who are working in the field of
special education.
ISTP aims at changing the behavioral skills, and the
capabilities of the teachers after they start working at
schools. According to Nielson (1979) the ISTP have been
used to repeatedly to educate teachers about exceptional
students. The main objective of this training program is to
enhance the teachers’ performance and help them
acquire new knowledge and skills. This training usually
takes different forms, such as training workshops,
courses offered by the educational institutions or local
agencies where the teachers work, or even courses
offered by the institutions of higher education, such as
college course work (Monjan and Gassner, 1979; Killoran
et al., 2001).
According to Jones and Lowe (1990) the effective ISTP
should have at least two potential outcomes: (i) change of
teachers’ classroom practice, and (ii) change in teachers’
belief and attitudes. According to Salleh (1995), ISTP is
widely used to keep teachers up-to-date on various
educational areas. These programs development
activities are commonly used as means to enforce
responsible self-renewal for teachers and schools.
Furthermore, ISTP include workshops, curriculum
development sessions, peer observation, independent
study, and self-assessment. At the school level, it might
include specific training and educational courses in
counselling. These techniques are typical short-term
strategies used for changing individual teachers and
other staff members.
Gemo (2004) categorized ISTP into five sections: (i)
induction or orientation training: this type of training
supplements whatever per-service training the new
personal might have had, and is given immediately after
employment to introduce the new extension staff
members to their positions. It begins on the first day the
new employee is on the job; (ii) Foundation training:
provide newly recruited people with professions
knowledge about official rules and regulations; (iii)
Refresher training: is aimed at updating knowledge of
various categories of staff members. This training deal
with new technical information in method’s courses; (iv)
on-the-job training: is the routine scheduled training
included as part of day-to-day staff activities; and (iiv)
career training: is designed to upgrade knowledge and
skills through out the career of staffs members.
Lourdusamy and Kim (1992) categorize the ISTP for
teachers into three kinds: (i) enrichment programs, for
raising and updating the level of skill and knowledge of
teachers, (ii) familiarization programs, for orienting and
updating teachers’ knowledge and competencies related
to the implementation of new curricula or new roles and
practice. (iii) specialization programs, for training
teachers in guidance and counselling, health and
physical education, educational technology, and other
special education program.
In fact, the importance of teacher preparation has
generally emerged because it prepares teachers and
provides them with the competencies necessary for
achieving success in their work; and this leads to the
emergence of the concept of Competency-Based
Teacher Education (CBTE) in the field of Special
Education. This movement has had an enormous effect
in preparing teachers for teaching children with special
needs (Wendel, 1982). CBTE aims at providing teachers
with the knowledge, skills, and attitudes to enable them to
recognize and solve complex problems in their domain of
study or future work (Hoogveld et al., 2005).
The CBTE movement came as a response to traditional
educational methodologies used in teacher education.
This movement arose as a resent of criticism directed
towards traditional teacher educational methodologies
where outputs depended on the amount of knowledge
and the ability to retrieve it (Huizen et al., 2005).
Consequently, the program of enhancing teacher
competency level has become the key issue for teacher
preparation during in-service training. The (CBTE)
depends on analyzing the learning/teaching process into
a group of competencies that every teacher must acquire,
in order to increase his/her chances of successful
achievement of objectives. (King et al., 2001).
Borich (1977) categorize teacher training programs
based on Competency-Based Teacher Education (CBTE)
into three types: (i) knowledge competencies (where a
knowledge competency means a cognitive understanding
derived from the instruction process or subject-matter
content that the teacher is expected to demonstrate); (ii)
performance competencies (which are the behaviors the
teachers demonstrate in the classroom, especially,
according to Borich, ongoing teaching behaviors); and (iii)
consequence competencies (which are the outcome of
the teaching and learning process between the teacher
and his students).
On the other hand, Houston (cited in Saeed and
Mahmood, 2002) categorize CBTE into five stages: (i)
cognitive competencies, which are related to knowledge
and intellectual skills and abilities that are expected of the
learners; (ii) performance competencies, in which the
learner demonstrates that he or she can do something;
(iii) consequence competencies, to bring change to
others; (iv) affective competencies, which are expected
attitude and values that tend to resist the specificity and
are more difficult to assess than the first three stages; (v)
exploratory competencies, which includes activities that
provide opportunities for teachers to learn about teaching.
Furthermore, for Lerner (2003), the teachers in the
resource room are in need of two kinds of competencies:
(i) competencies in knowledge and skills, which include
the professional knowledge base that learning disabilities
educators want, and (ii) competencies in human
relationship abilities, such as cooperation, which requires
Al-Zoubi and Rahman 1023
teachers to be helpful, deferential, empathic, and open.
The first, scientific job requires competencies in
assessment and diagnosis, curriculum, teaching
practices, managing student behaviors, planning the
teaching and learning environment, as well as monitoring
and evaluation.
Ismail et al. (2009) measured the effect of a training
module in improving knowledge competencies for special
education teachers in Jordan. The module consisted of
10 training sessions, covered three domains, namely,
planning, instruction and classroom management, and
evaluation competencies. The sample of the study
consisted of 50 teachers. The participants of the sample
were distributed into two equal groups, with 25 teachers
in each group. The teachers in the experimental group
were attached with the training module for five weeks;
whereas the teachers in the control group were exposed
for the same period to the conventional training adopted
by the Ministry of Education in Jordan. The results of
(ANCOVA) revealed that there were statistically
significant differences between the means of the two
groups' means on the post-achievement test, favoring to
the experimental group.
Bataineh et al. (2010) identified the core competencies
belonging to general education teachers who teaching
students with learning disabilities in Jordan. The sample
of study consisted of 320 male and female teachers.
The results revealed that teachers’ competencies
of
classroom management on a subscale ranked first, and
that teachers’ competencies of definitions, characteristics,
assessing, and rights of students with learning disabilities
came in the last rank. The results also indicated that
there are a significant differences due to the interaction
between gender and teaching experience.
Al-Natour et al. (2008) investigated the assessment
practices used by resource room teachers in Jordan to
determine eligibility for learning disability, and to identify
assessment obstacles. 150 resource room teachers were
randomly selected out of 455 to complete a survey
designed to serve the purpose of the study. Results
indicated that most teachers rely heavily on teachermade tests of academic achievement to make
appropriate decisions. Curriculum based assessment;
students' response to intervention (RTI) and dynamic
assessment were found to be the least practices used by
teachers. Results also indicated statistically significant
differences in assessment practices for teachers'
qualification but not for teacher’s gender. Concerning the
obstacles faced by teachers both variables showed no
significant differences. Implications of these findings for
assessment practices and for future research in Jordan
are provided.
Al Khatib (2007) evaluated the effect of a training
program on Jordanian classroom teachers' knowledge of
the characteristics and needs of students with learning
disabilities. The study also investigated whether such
training influenced teachers' acceptance of including
these students into their classroom.60 teachers were
divided into two equal groups with 30 teachers in each.
The researcher constructed a training program based on
increasing teachers' knowledge of the characteristics and
needs of students with learning disabilities. The
experimental group was enrolled into the training
program for 6-weeks. The results revealed that the
training program had significant effects on both teachers'
knowledge of the characteristics and needs of students
with learning disabilities and their acceptance of including
these students into their classroom.
Khrais (2005) conducted a study that aimed at
identifying the effect of a training program in modifying
parental attitude towards their learning disabled children.
The study conducted on 40 (20 male and 20 female)
parents in Irbid city, they were assigned to two equal (20
in the control group and 20 in the experimental group)
attitude scale were administered to the two groups as
pretest and post test. The experimental group received a
group counselling program. The results revealed the
effect of the training program in modifying parental
attitudes toward their disabled children learning.
Khuzai (2001) evaluated the mastery level of effective
teaching skills among resources room teachers in
Amman, Jordan. The sample of the study consisted of 50
resources room teachers. A classroom observation scale
was used. The results of (ANOVA) revealed that there
were statistically significant differences in mastery level of
teaching skills among resources room teachers related to
specialization. In addition, the significant differences
favored of teachers in the filed of special education. The
results showed also no statistically significant differences
related to teaching experiences.
Hoogveld et al. (2005) conducted a study to determine
the differential effects on the design of learning tasks for
CBTE of a teacher training with a classical approach. His
sample consisted of 25 teachers (15 men and 10 women).
The result shows that the classic condition performed
significantly better than the alternative condition, and a
significant difference between conditions in favor of
classic condition. The authors stated in the discussion of
the results that the overall design and in particular, the
design of learning tasks was better when teachers were
trained with the classic approach with a product-oriented
example and practice than with mere process-oriented
worked examples.
Patel and Khamis (2005) presented an augmentative
and alternative communication (AAC). The training
program given to 20 special education teachers in a
Palestinian Arab society in Israel. The training program
contained educational workshops interleaved with on-site
supervision. Instructional aims integrated creating
awareness, imparting knowledge, and assisting teachers
to increase and use AAC within their classrooms. Prior to
training, they administered a questionnaire to evaluate
teachers' knowledge, practices, and attitudes in relation
1024 Educ. Res.
to AAC. The questionnaire was re-administered and
individual interviews were conducted post-training
program to establish the program's impact on knowledge,
practices, and attitude barriers. Teachers' responses
revealed that training program helped them to address
barriers to AAC intervention.
In a survey research on the competencies needed by
special education directors Wigle and Wilcox (2002)
constructed some skills of measuring teacher
competency. Each skill was used as an item to which the
respondents were to indicate his/her level of competency
by checking either (i) skilled, (ii) adequate, or (iii)
inadequate. Among a set of 240 surveys sent to a sample
of general education administrators, another 240 surveys
sent to a sample of special education directors and a final
set of 240 surveys sent to a sample of special educators.
The results shows that (i) 55% of special educators
reported having more than 11 years experience and 58%
of the special education directors reported having 21-30
years of experience; (ii) special education directors
reported higher overall level of competencies than either
of the other two subgroup in the study; (iii) 21 of the 24
skills for which a statistically significant relationship was
found and (iv) finally the levels of self reported
competency (skilled, adequate, inadequate) within each
group in the study were equally found between the
groups.
The results of Brownell et al. (2005) has vividly shown
that teachers need specific
competencies for the
advancement of their knowledge and skills, among those
mentioned by Mary and others are program
characteristics that include extensive field experience,
collaboration, and program evaluation, although the ways
in which programs incorporated these components varied.
Furthermore, many programs emphasized in Mary’s
study encompass cultural diversity. Moreover, Fifty-two
(81%) of the program description described how
personnel collected information for evaluating the quality
of the students, the effectiveness of the program, or both.
Evaluation methods, however, varied widely and focused
on different outcomes, including direct assessment
techniques, such as observation of teaching performance,
and indirect assessment techniques. Such as students’
teacher satisfaction, faculty perceptions, of the program,
and cooperating teachers and administrators’ perceptions
of the student-teachers and program. Almost half the
programs had some observation mechanism for
evaluating the classroom performance of prospective
teachers. These teacher educators viewed teacher
learning as the collective examination of multiple
knowledge bases, including, but not limited to, knowledge
generated by expert.
In another empirical study, Gilberts and LignugarisKraft (1997) search for classroom management
competencies address to teacher ability to manage the
educational environment, and directly manage and
assess students’ classroom behavior. In that study
classroom management competencies are divided into
four categories address the educational environment: (i)
arrangement of the physical environment to facilitate
student management, (ii) formulation of a standard for
student behavior in the classroom, and two categories
address teachers’ management and behavioral
assessment; (iii) implementation of strategies to increase
appropriate behavior or reduce inappropriate behavior,
and (iv) assessing the effectiveness of the implemented
strategies. In these programs, teacher educators used a
variety of strategies to help students examine their beliefs
about instruction; integrate the knowledge; acquire
academic, social and cultural knowledge about their
students; and reflect on the impact of their instruction.
Statement of the Problem
Special education teachers are required to be generally
competent in many areas especially in competencies in
interpersonal skills, including counselling and presenting
teaching services for students with special needs (Branch,
1990). According to Fallon and Hammons (1998), most
pre-service training programs indicate that special
education teachers are not required to take training
courses in either counselling or interpersonal skills. PSTP
also lacks modern educational strategies such as the use
of modern educational aids and instructional design
(Collins & White, 2001). This has also negatively
reflected on the students and their performances. One of
the factors that shows the need for this study is that
PSTP does not necessarily guarantee success in the
teaching profession. There is an enormous gap between
theory and practice. Jones and Black (1995) suggested
that universities should offer more practicum courses that
prepare teachers to work with students with special
needs. Thus, special education teacher preparation
programs depend on field training, which offers an extra
opportunity for the trainees to acquire various skills.
Generally speaking, the issue of improving strategies
used for teaching children with special needs has not
received the attention it deserves (Duchnowski et al.,
2006). However, special education programs in Jordan
have largely developed during the past few years. This
development was obvious in establishing special schools
and special education centers that provide special
services to children with special needs, in addition to the
development
that
accompanied
teacher-training
programs for special education. Nevertheless, the
development that the special education field in Jordan
has witnessed was quantitative more than qualitative (Al
Nabteety & Jaber, 1996).
Indeed, the field of special education in Jordan is still
short of well-trained educational staff that possesses the
necessary teaching skills and competencies. The majority
of teachers working with children with special needs in
Jordan have indeed never received the appropriate
Al-Zoubi and Rahman 1025
training in special education during their pre-service
training programs (Hadidi, 1990, 1993). Al-Weher and
Abu-Jaber (2007) recommended continuing in preservice teachers training programs in Jordan, but with
some modifications of its components to include a greater
percentage of academic and practicum courses.
Yet, there is a great need for skilled and qualified staff
to help children with learning disabilities, and to keep up
with the fast pace of development in the field of special
education, especially with the increasing numbers of
children joining the various special education centers,
and the increasing demand on special education services
for students of learning disabilities, using the resource
room as an educational alternative.
Most special education teachers in Jordan never
received appropriate pre-service training which focused
on practicum side (Hadidi, 1993, 1990). Besides, all inservice training programs adopted and conducted by the
Jordanian Ministry of Education are designed for
teachers in general, whether they teach students with
special needs or normal students. Accordingly, it is found
that there is dire need for designing in-service training
programs for resource room teachers in Jordan. Hence,
the problem of this study comes from this serious need
for an in-service training program specifically designed
for Jordanian special education resource room teachers.
This study therefore has a number of important purposes:
(i) to construct a training program based on instructional
competencies and to implement it, and (iii) to measure
the effects of the training program in improving
instructional competencies.
METHODOLOGY
Population and Sample
The population of the study composes 87 female and
male teachers working in the resource room in Irbid
governorate, Jordan. They are distributed within seven
Educational Directorates. The sample of the study
consisted of 50 teachers, of which 27of them are male
teachers, and 23 are female teachers. All 50 teachers
chosen according to the stratified random sampling,
therefore, the sample of the study divided into two equal
groups, with 25 teachers in each group. After these
procedures, one group was randomly chosen to be the
experimental and the second as the control group. The
teachers in the experimental group enrolled into the
training program module based on instructional
competencies for five-weeks; whereas, the teachers in
the control group exposed for the same period to the
conventional training program adopted by The Jordanian
Ministry of Education.
Research Instruments
The research Instruments developed to measure the
instructional competencies were included in (i) a
classroom observation scale checklist, (ii) an
achievement test, and (iii) the interview protocol.
(i) classroom observation scale checklist
In order to measure the level of performance
competencies among the resource room teachers, a
classroom observation checklist was developed. The
checklist was given to a group of referees for validation
and modification purposes. The final version of checklist
includes forty (40) different items or competencies;
therefore, the checklist was categorized into three distinct
dimensions: planning, Instruction and classroom
management, and evaluation. The inter-raters reliability is
the constancy of the agreement and disagreement
among the observers concerning the observed subjects,
for testing the inter-raters reliability in this study, ten (10)
resource room teachers (pilot study) were randomly
selected and each was observed by four (4) different
observers. The overall percentage of the inter-raters
reliability (0.771), which is a reasonably satisfactory
percentage.
(ii)
achievement test
An achievement test was constructed to measure the
level of knowledge competencies among resource room
teachers in terms of instructional competencies in three
categories (planning, instruction and classroom
management, and evaluation). The researcher has
distributed the achievement test in its primary form to a
group of experts working in the field of special education;
several educational supervisors and some of resource
room teachers in order to revise the tests’ content,
language, and the appropriateness of the alternatives.
Therefore, the number of achievement test questions
became (50) questions. Test-retest reliability used, the
test was implemented on 10 teachers. Then, the test was
implemented again after two weeks on the same
individuals. The Person Coefficient Correlation between
the two implementations was (0.82), and is considered as
a good pointer for the reliability of the test.
(iii)
The Interview Protocol
The interview protocol is used for the purpose of verifying
the details and information the researcher has gained
1026 Educ. Res.
Table 1. Means and standard deviations by the two groups
Dependent Variables
pre-achievement test (AT)
pre-observation scale (OS)
Group
Control Group
Experimental Group
Control Group
Experimental Group
N
25
25
25
25
Mean
30.68
27.76
108.12
114.96
SD
3.388
4.639
9.329
8.244
Table 2. T-test results of the two groups’ scores on pre-AT and pre-OS
Dependent Variables
Pre-AT
Equal variances assumed
Equal variances not assumed
Pre-OS
Equal variances assumed
Equal variances not assumed
F
1.743
Sig.
.193
F
.266
Sig.
.608
T
2.542
2.542
T
-2.747
-2.747
df
48
43.928
df
48
47.284
Sig.
.014*
.015
Sig.
.008*
.008
(*) statistically significant differences at p<.05
from another source. After the preparation phase of the
interview protocol guide for resource room teachers
(which is in its primary form contained 15 questions) it
was presented to a number of referees. The classroom
observation scale checklist and the achievement test
were also presented to them in order for them to judge
the appropriateness degree of the items and the guide
questions in terms of measuring what they are meant to
measure. The interview protocol guide was verified
according to the referees opinions and observations. At
the end, they pulled out five (5) questions until it reached
only 10.
objectives, and The individualized educational program;
(2) The Instructional and Classroom Management
Competency consists of four training units: Classroom
management, Instructional aids used with children with
learning disabilities, Instructional strategies in special
education, and Motivation; (3) The Evaluation
Competency, this domain consists of two training units:
Evaluation in special education, Formal and Informal
Evaluation; and (4) Professional and Personal
Competencies, this domain consists of three training
units: Teacher - Parent Associations, Educational
Research, and Cooperative learning.
The Training Program Module
RESULTS AND DISCUSSION
The training program module was developed in order to
upgrade skills, knowledge, and understanding and
enhance the instructional competencies of resource room
teacher in the field of planning, instruction and classroom
management, evaluation, and personal and professional
competencies. In order to prepare the module, the
researcher reviewed the previous literature related to
instructional competencies and the resources related to
training.
In addition, studies related to the instructional
competencies and the preparation of training programs
were also reviewed. The researcher also reviewed the
plans and the programs of the training department put
forward by the Jordanian Ministry of Education in order to
prepare and train new in-service teachers on the
competencies and skills in all educational fields. The
module consists of four domains: (1) The Planning for
Instruction Competency. This domain consists of three
training units: Instructional planning , Instructional
The t-test analysis was run to determine whether the
difference between the means of the experimental and
the control groups on the pretest are statistically different,
and to investigate the equivalence between the
experimental and the control groups on the preachievement test ( pre-AT ) and pre-observation scale
( pre-OS ). Table 1 summarizes the descriptive statistics
for the dependent variables (achievement and
performances) of the two groups.
Therefore, to examine whether there is a significant
statistical difference at p <.05 between the groups’ mean
scores and to test the assumption that the participants
across the two groups are equivalent in term of the level
of knowledge and performance competencies, t-test
technique was conducted. Table 2 presents the results of
the t-test.
Table 2 presents the results of the t-test, showing the
overall differences in the performances of the two groups
at pre-AT. These significant differences are in favor of the
Al-Zoubi and Rahman 1027
Table 3. Means, standard deviations, and adjusted means of post-AT groups
Group
Control Group
Experimental Group
Total
N
25
25
50
Mean
33.24
42.16
37.70
SD
3.41
2.32
5.35
Adj. Means
33.154ª
42.246 ª
37.70 ª
Note. a. Covariates appearing in the model are evaluated at the following values: pre-AT= 29.22.
Table 4. Summary of analysis of covariance (ANCOVA)
Source
Pre-achievement test as
covariance
Group
Type III Sum of Squares
2.775
df
1
Mean Square
2.775
f
.322
Sig.
.573
910.914
1
910.914
105.673
.000*
(*) statistically significant differences at p<.05
control group (F= 1.743, P= .014). Furthermore, Table
also shows differences in the performance of the two
groups at pre-OS, and the differences are in favor of the
experimental group (F=.266, P=.008). This means that
the two groups are not equivalently homogenous in their
performances on the pre-AT and pre-OS prior to the
beginning of the training program (treatment). Therefore,
the assumption that the two groups are equivalent in term
of the level of knowledge and performance competencies
is rejected.
Table 4 presents the results of analysis of covariance
(ANCOVA). It shows that there are statistically significant
differences between the adjusted means of the control
and the adjusted means of the experimental groups on
the post-AT, in favor of the experimental group attributed
to the training program module.
Results of the first question: Does the training
program have any effect in improving knowledge
competencies of resource room teachers?
To determine the effect of the training program in
improving the performance competencies for resource
room teachers, classroom observation scale was
developed. It was the five-point Likert Scale that consists
of 40 items. The scale represented the level of practice
by the observed resource room teachers on a particular
item/competency. The classroom observation scale was
conducted as a pretest and posttest for the control and
the experimental group’s members. The means, standard
deviations, and adjusted means of the post-observation
are calculated as shown in Table 5.
Table 5 presents overall means, standard deviations,
and adjusted means of the control and the experimental
groups of the post-OS. This table shows that the mean of
the experimental group is 160.64 which is higher than the
mean of the control group, which is 111.64. In order to
examine if there are statistically significant differences at
p<.05 between the control and the experimental groups
on the post-OS, the analysis of covariance (ANCOVA)
technique was conducted. Table 6 illustrates the results
of analysis of covariance (ANCOVA) between adjusted
mean scores on the post-OS.
Table 6 presents that there are statistically significant
differences between the performances of the two groups,
in favor of the experimental. The mean of the
To investigate the effect of the training program in
improving the knowledge competencies of resource room
teachers, an achievement test was developed. It was a
multiple-choice test consisting of 50 questions. The
achievement test was conducted as a pretest and
posttest to the control and the experimental groups.
Table 3 presents overall means, standard deviations, and
adjusted means are calculated.
Table 3 presents overall means, standard deviations,
and adjusted means of the post-AT for the control and
the experimental groups. This table shows that the mean
of the experimental group is 42.16, which is greater than
the mean of the control group 33.24. This shows that
there is a difference in the means of the two groups,
which are 8.92. In order to examine any significant
differences at p <.05 between the control and the
experimental groups on the post-AT, the analysis of
covariance (ANCOVA) is conducted. Table 4 illustrates
the results of analysis of covariance (ANCOVA)
technique between the adjusted mean scores on the
post-AT.
Results of the second question: Does the training
program have any effect in improving performance
competencies of resource room teachers?
1028 Educ. Res.
Table 5. Means, standard deviations, and adjusted means of post-OS
Group
Control Group
Experimental Group
Total
N
25
25
50
Mean
111.64
160.64
136.14
SD
1910.7
37.59
126.40
Adj. Means
113.090 ª
159.190 ª
136.140 ª
Note. a. Covariates appearing in the model are evaluated at the following values: pre-OS= 111.54
Table 6. Summary of analysis of covariance (ANCOVA)
Source
Pre-Observation scale as
covariance
Group
Type III Sum of Squares
668.364
df
1
Mean Square
668.364
f
9.045
Sig.
.004*
22956.410
1
22956.410
310.654
.000*
(*) statistically significant differences at p<.05
Table 7. Pre-interview transcript analysis summary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Personal and professional
competencies: Question:
Needs
for
developing
competencies
Means to Acquire competencies
Self-evaluation abilities
Need for an effective in-service
training program
The importance of studentsteacher close relationship
The use of Cooperative Learning
Strategies
Teacher-Parents relationships
Developing own instructional
materials
Conducting research related to
special education
Interactions among teachers,
supervisors and administrators
Responses
Designing instructional objectives, Individualized training
program, instructional strategies, standardized evaluation
self-training 30%,Workshops 60% ,Others 10%
High vs Low
Yes vs No
Starting friendly relations with the students, based on
mutual respect between the teacher and the learners
A small number of the sample emphasized cooperative
learning
A small number of the sample cooperate with the parents
regarding problems related to their children in the resource
rooms
A moderate percentage of the sample work to use the
material of the environment
A small number of the sample conduct research regarding
special education
There are mutual frequent visits between teachers in the
resource rooms, the teachers of the regular rooms and
administration
experimental group is 160.64, and the mean of the
control group is 111.64.
Results of the third question: Does the training
program have any effect in improving personal and
professional competencies of resource room
teachers?
The qualitative data were used in this study as pre and
post-interviews with the control and the experimental
Freq (0f 50)
%
38
76
44
40
46
88
80
92
36
72
20
40
16
32
32
64
12
24
34
68
groups. Table 7 summarizes the pre-interviews that were
conducted for the experimental and the control groups.
It’s clear from the interviewees’ responses during the
pre-interview (see table 7) that they: Want to have
training on designing instructional objectives, the
individualized
educational
program,
instructional
strategies, instructional aids, and standardized evaluation,
need to develop their competencies (76%), can satisfy
this need on their own and using workshops (60%), need
an in-service training program (92%), emphasized the
importance of the friendly relationships with learners
Al-Zoubi and Rahman 1029
(72%), assured the existence of the friendly relationship
with the regular teachers and the administration (68%),
showed that they have the ability to use the materials
available in the local environment (64%), showed a low
response on developing cooperation spirit among
learners using cooperative learning, displayed a low
response on cooperation with the parents regarding their
children in the resource room, and conducting research in
the field of special education.
In order to investigate the effect of the training program
module in developing the personal and professional
competencies, the post-interviews were conducted for the
experimental and control groups. In short, after the
completion of the training program with the experimental
group members, they have achieved their objectives of
developing the achievement and the performance
competencies. It is clear that the training program has
developed the knowledge and the performance skills of
the resource room teachers. The analyses of the data of
the post-interviews for the experimental group members
support the results of the study. On the other hand, the
analysis of the post-interviews transcripts of the control
group participants showed that there is still need to
promote: cooperation among learners in the resource
room through the use of cooperative learning
methodologies, cooperation between the teachers and
the parents in matters related to their children in the
resource room, and research in the field of special
education. However, results related to the control group
showed that the conducted the conventional training
program did not meet their training needs. The program
is a general program and is based on lectures method.
CONCLUSION
The discussions of the qualitative and the quantitative
results revealed the importance of in-service training
programs, especially who adopt the workshop method
aiming at enhancing the performance of the teachers and
improving their educational proficiency in order to help
them acquire the skills and the knowledge plus keeping
them informed about the latest developments in the
educational field. It was also found that there are
significant effects of the training program module based
on instructional competencies in improving the
knowledge, performance, professional, and personal
competencies of the experimental group teachers. These
effects can be attributed to content of the training
program module. It included instructional experiments,
activities, and instructional skills, which helped provide
the teachers with the appropriate instructional
competencies to develop their knowledge and
performance. Furthermore, the training teachers
programs based on CBTE play an important role in
upgrading skills, knowledge, and performance of
teachers to be more effective. Moreover, it was
mentioned in the introduction of this study. The in-service
training programs have improved the competencies and
skills for special education teachers, the training program
was presented through workshop which used module
method.
Ysseldyke and Algozine (1982) indicated that in-service
training programs are important methodologies used to
develop and improve teachers’ skills in order to enhance
their instructional competencies and provide them with
the latest about educational developments.
The training program module was adapted and
organized in a way that is according to define criteria in
term of the content and structure. In addition to the
instructional and the evaluation activities, the discussion
sessions among the teachers themselves and between
the teachers and the trainer had a great impact on
increasing interaction between the trainees and the
training program. It also enhanced the teachers’
knowledge of instructional methodologies and developed
various instructional competencies. The display of the live
models and learning by observation had effective effect
on improving the instructional competencies of the
teachers. The training program included video,
demonstrations; data show presentations, and practicum
observations by personal visits to resource rooms.
RECOMMENDATIONS
In the light of the results of the study, the searcher
recommends the following:
1. The classroom observation checklist scale should be
adopted as an evaluation tool for the special education
teachers.
2. The Jordanian Ministry of Education is invited to
make use of the training program module in training inservice special education teachers.
3. Universities in Jordan are recommended to use such
training program module to help designing pre-service
teacher training programs.
4. The MOE should design in-service workshops for
special education teachers in Jordan.
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