The effectiveness of a Professional Development Program based on Global Professional Standards for enhancing the elementary teachers’ Educational Competencies in Jordan
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Oct 23, 2025
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Mohamed Bakr Nofal
https://orcid.org/0000-0003-2225-504X
https://orcid.org/0000-0003-2225-504X
Abstract
The main purpose of the current study is to investigate the effectiveness of a training program based on professional standards for teachers in enhancing the educational competencies of a sample of basic education teachers in Jordan. The study members consisted of (83) participants, selected by the Purposive sampling method. The experimental group consisted of (40) male and female teachers, while the control group comprised (43) male and female teachers. To achieve the objectives of the study, a professional development program based on international professional standards for teachers was developed. It consisted of eight dimensions and its validity was verified by expert reviewers. To test the two hypotheses of the study, an educational competencies scale was developed and its psychometric properties were verified. The ANOVA results showed statistically significant differences between the arithmetic mean scores of male and female teachers on the educational competencies scale, in favor of the experimental group. Meanwhile, the MANOVA results showed statistically significant differences attributed to the specialization variable in all dimensions, except for (preparation and planning dimension), in favor of science specializations. They also showed no statistically significant differences attributed to the experience variable in all dimensions, and no statistically significant differences attributed to the interaction between the variables of specialization and experience.
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Keywords
Development programsInternational professional standards for teachersPedagogical competenciesPerformance indicators
References
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Call, K., Christie, M., & Simon, S. (2021). Do preservice teachers believe they use the Australian Professional Standards for teachers to inform their professional learning? Australian Journal of Teacher Education, 46, 98-114. 10.14221/ajte.2021v46n6.6.
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Patahuddin, S., Rokhmah, S., Caffery, J., & Gunawardena, M. (2022). Professional development through social media: A comparative study on male and female teachers' use of Facebook Groups. Teaching and Teacher Education, 114. 103700. 10.1016/j.tate.2022.103700
Pedaste, M., Leijen, Ä., Poom‐Valickis, K. & Eisenschmidt, Eve. (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education. 54(3), 389−399. DOI: 10.1111/ejed.12346.
Popova, A., Evans, D., Breeding, M., & Arancibia, V. (2021). Teacher professional development around the world: The gap between evidence and practice. World Bank. https://doi.org/10.1596/1813-9450-8572
Roberto, J., & Madrigal, D. (2019). Teacher quality in the light of the Philippine professional standards for teachers. Philippine Social Science Journal, 1(1), 67-80. https://doi.org/10.52006/main.v1i1.13
Sahito, Z. & Vaisanen, P. (2018). Quality in teacher education: Evidence from the Universities of Sindh, Pakistan. Journal of Language Teaching and Research, 9, 916-927. 10.17507/jltr.0905.04.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101(103305). https://doi.org/10.1016/j.tate.2021.103305
Sánchez-Almeida, T., Sandoval-Palis, I., Gilar-Corbi, R., Castejón-Costa, J., & Salazar-Orellana, D. (2020).
Teaching evaluation questionnaire validation at Escuela Politécnica Nacional, applying the method of Factor Analysis with extraction of principal components. Ingeniería e Investigación, 40(1), 70-77. https://doi.org/10. 15446/ing.investig.v40n1.79634
Shaukat, S., & Chowdhury, R. (2021). Pre-service teachers’ perceptions of professional standards and their integration into pre-service training: A comparative study of Australia and Pakistan. Australian Journal of Teacher Education, 46(11). http://dx.doi.org/10.14221/ajte.2021v46n11.4
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63.
Smith, L. & Campana, A. (2022). Teacher Education preparation: How national accreditation standards influence teaching. Retrieved October 13, 2022 from: https://assets.americafirstpolicy.com/assets/uploads/files/Research_Report_-_Teacher_Education_Preparation_How_National_Accreditation_Standards_Influence_Teaching.pdf
Sułkowski, Ł., Przytuła, S., Borg, C., & Kulikowski, K. (2020). Performance appraisal in universities—Assessing the tension in public service motivation (PSM). Education Sciences, 10(7), 174. https://doi.org/10.3390/educsci10070174
Van, D., Thi, H.& Khang, N. (2022). Vietnamese teachers’ attitudes toward online professional development programs. Journal of Educational Management and Instruction (JEMIN), 2(1), 45–54. https://doi.org/10.22515/jemin.v2i1.4860
Wang, R. J., & Shih, Y. H. (2022). Improving the quality of teacher education for sustainable development of
Taiwan's education system: A systematic review on the research issues of teacher education after the implementation of 12-year national basic education. Frontiers in psychology, 13, 921839. https://doi.org/10.3389/fpsyg.2022.921839
Yan, D. (2021). The impact of mentoring on a non-native immigrant teacher's professional development.
Teaching and Teacher Education, 103. 10.1016/j.tate.2021.103348.
Zhaohui, C. & Anning, A. (2020). Exploring the affiliation between teachers’ professional development and students’ academic performance in higher education in China. Thermal Science, 24, 301-311. 10.2298/TSCI20301Z.
Abreh, K., Owusu, A., & Amedahe, K. (2018). Trends in performance of WASSCE candidates in the science and mathematics in Ghana: Perceived contributing factors and the way forward. Journal of Education, 198(1), 113–123. https://doi.org/10.1177/0022057418800950
Al-Harthi, A. S., Hammad, W., Al-Seyabi, F., Al-Najjar, N., Al-Balushi, S., & Emam, M. (2022). Evaluating the effectiveness of teacher education in Oman: A multiple case study of multiple stakeholders. Quality Assurance in Education, 30(4), 477-494. https://doi.org/10.1108/QAE-11-2021-0180
Alkhawaldeh, A.(2017). School-based teacher training in jordan: Towards on-school sustainable professional development. Journal of Teacher Education for Sustainability, 19(2), 51-68. https://doi.org/10.1515/jtes-2017-0014
An, H., Mongillo, G., Sung, W. & Fuentes, D. (2022). factors facilitating and impeding online learning in u.s. high-needs k-12 schools during the covid-19 pandemic: Experiences of teachers, administrators, and parents. in e. langran (Ed.), Proceedings of society for information technology & teacher education international conference (pp. 2320-2326). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 12, 2022 from https://www.learntechlib.org/primary/p/221030/.
Bautista, A., Ho, Y., Fan, T., Yeung, J., & Bryant, D. (2022). Teacher professional development in hong kong: Describing the current infrastructure. International Journal for Research in Education, 46(2), Article 6. Retrieved from https://scholarworks.uaeu.ac.ae/ijre/vol46/iss2/6
Boeskens, L., Nusche, D., & Yurita, M. (2020). Policies to support teachers’ continuing professional learning: A conceptual framework and mapping of OECD Data. Paris, France: OECD Publishing.
Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education, 43, 93-108. 10.14221/ajte.2018v43n3.6.
Call, K., Christie, M., & Simon, S. (2021). Do preservice teachers believe they use the Australian Professional Standards for teachers to inform their professional learning? Australian Journal of Teacher Education, 46, 98-114. 10.14221/ajte.2021v46n6.6.
Edoziem, J. & Nwideeduh, B. (2020). Performance management as a correlate of teachers’ productivity in Catholic Mission secondary schools in IMO State. Journal of Education in Developing Areas, 27(1), 137-148.education. Sport, Education and Society, 27(4), 434-448
El Islami, R. Anantanukulwong, R., & Faikhamta, C. (2022). Trends of teacher professional development strategies: A systematic review. Shanlax International Journal of Education, 10(2), 1-8. https://doi.org/10.34293/education.v10i2.4628
Fokkens-Bruinsma, M., Canrinus, E., ten Hove, M., & Rietveld, L. (2018). The relationship between teachers' work motivation and classroom goal orientation. Pedagogische Studiën, 95(2), 86-100. http://www.pedagogischestudien.nl/search?identifier=655893
Haughney, K., Wakeman, S., & Hart, L. (2020). Quality of feedback in higher education: A review of literature. Education Sciences, 10(3), 60. https://doi.org/10.3390/educsci1003006
Hervie, M., & Winful, C. (2018). Enhancing teachers’ performance through training and development in Ghana education service (A Case Study of Ebenezer Senior High School). Journal of Human Resource Management, 6(1), 1–8. https://doi.org/10.11648/j.jhrm.20180601.11
Hyder, M. & Shahid Farooq, P. (2022). Development and validation of Teachers’ Performance Appraisal Scale (TPAS) for public primary schools of Punjab. International Research Journal of Education and Innovation, 3(2), 241–256. https://doi.org/10.53575/irjei.v3.02(22)25.241-256
Lander, N., Lewis, S., Nahavandi, D., Amsbury, K., & Barnett, L. (2022). Teacher perspectives of online continuing professional development in physical education, Sport, Education and Society, 27(4), 434-448, DOI: 10.1080/13573322.2020.1862785
Leibur, T., Saks, K., & Chounta, I.-A. (2021). Towards acquiring teachers’ professional qualification based on professional standards: Perceptions, expectations and needs on the application process. Education Sciences, 11(8), 391. https://doi.org/10.3390/educsci11080391
Nadeem, M., Arif, S. & Asghar, M. (2020). Development and validation of Performance Appraisal Scale (PAS-HSSTs) for higher secondary school teachers. Sir Syed Journal of Education & Social Research (SJESR), 3, 105-116. 10.36902/sjesr-vol3-iss3-2020(105-116).
Osei-Owusu, B. (2022). Impact of professional development programmes on teachers’ knowledge and academic performance of senior high school students in Ghana. European Journal of Education and Pedagogy, 3(2), 60–69. https://doi.org/10.24018/ejedu.2022.3.2.27
Patahuddin, S., Rokhmah, S., Caffery, J., & Gunawardena, M. (2022). Professional development through social media: A comparative study on male and female teachers' use of Facebook Groups. Teaching and Teacher Education, 114. 103700. 10.1016/j.tate.2022.103700
Pedaste, M., Leijen, Ä., Poom‐Valickis, K. & Eisenschmidt, Eve. (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education. 54(3), 389−399. DOI: 10.1111/ejed.12346.
Popova, A., Evans, D., Breeding, M., & Arancibia, V. (2021). Teacher professional development around the world: The gap between evidence and practice. World Bank. https://doi.org/10.1596/1813-9450-8572
Roberto, J., & Madrigal, D. (2019). Teacher quality in the light of the Philippine professional standards for teachers. Philippine Social Science Journal, 1(1), 67-80. https://doi.org/10.52006/main.v1i1.13
Sahito, Z. & Vaisanen, P. (2018). Quality in teacher education: Evidence from the Universities of Sindh, Pakistan. Journal of Language Teaching and Research, 9, 916-927. 10.17507/jltr.0905.04.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101(103305). https://doi.org/10.1016/j.tate.2021.103305
Sánchez-Almeida, T., Sandoval-Palis, I., Gilar-Corbi, R., Castejón-Costa, J., & Salazar-Orellana, D. (2020).
Teaching evaluation questionnaire validation at Escuela Politécnica Nacional, applying the method of Factor Analysis with extraction of principal components. Ingeniería e Investigación, 40(1), 70-77. https://doi.org/10. 15446/ing.investig.v40n1.79634
Shaukat, S., & Chowdhury, R. (2021). Pre-service teachers’ perceptions of professional standards and their integration into pre-service training: A comparative study of Australia and Pakistan. Australian Journal of Teacher Education, 46(11). http://dx.doi.org/10.14221/ajte.2021v46n11.4
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement, 32(1), 47–63.
Smith, L. & Campana, A. (2022). Teacher Education preparation: How national accreditation standards influence teaching. Retrieved October 13, 2022 from: https://assets.americafirstpolicy.com/assets/uploads/files/Research_Report_-_Teacher_Education_Preparation_How_National_Accreditation_Standards_Influence_Teaching.pdf
Sułkowski, Ł., Przytuła, S., Borg, C., & Kulikowski, K. (2020). Performance appraisal in universities—Assessing the tension in public service motivation (PSM). Education Sciences, 10(7), 174. https://doi.org/10.3390/educsci10070174
Van, D., Thi, H.& Khang, N. (2022). Vietnamese teachers’ attitudes toward online professional development programs. Journal of Educational Management and Instruction (JEMIN), 2(1), 45–54. https://doi.org/10.22515/jemin.v2i1.4860
Wang, R. J., & Shih, Y. H. (2022). Improving the quality of teacher education for sustainable development of
Taiwan's education system: A systematic review on the research issues of teacher education after the implementation of 12-year national basic education. Frontiers in psychology, 13, 921839. https://doi.org/10.3389/fpsyg.2022.921839
Yan, D. (2021). The impact of mentoring on a non-native immigrant teacher's professional development.
Teaching and Teacher Education, 103. 10.1016/j.tate.2021.103348.
Zhaohui, C. & Anning, A. (2020). Exploring the affiliation between teachers’ professional development and students’ academic performance in higher education in China. Thermal Science, 24, 301-311. 10.2298/TSCI20301Z.
How to Cite
Nofal, Mohamed Bakr. 2025. “The Effectiveness of a Professional Development Program Based on Global Professional Standards for Enhancing the Elementary teachers’ Educational Competencies in Jordan”. Journal of Educational Sciences – Qatar University 25 (2). https://doi.org/10.29117/jes.2025.0225.
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Articles in Arabic