Journal of Educational Sciences https://journals.qu.edu.qa/index.php/jes <p>The Journal of Educational Sciences (JES) is a biannual peer-reviewed journal that publishes original theoretical and applicable research studies in education and its related fields, in both Arabic and English. The journal is a collaborative publication between the College of Education at Qatar University and Qatar University Press.</p> Qatar University Press (QU Press) en-US Journal of Educational Sciences 2706-6711 Front Matter https://journals.qu.edu.qa/index.php/jes/article/view/2288 Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0053 Back Matter https://journals.qu.edu.qa/index.php/jes/article/view/2289 Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0054 Editorial Board https://journals.qu.edu.qa/index.php/jes/article/view/2290 Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0055 Editorial Foreword https://journals.qu.edu.qa/index.php/jes/article/view/2291 Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0056 Editorial Foreword https://journals.qu.edu.qa/index.php/jes/article/view/2292 Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0057 Table of Content https://journals.qu.edu.qa/index.php/jes/article/view/2293 Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0058 Modeling the Motives for Participation in Physical Activity among Omani Students Aged Between 11–13 Years Old: Qualitative Study https://journals.qu.edu.qa/index.php/jes/article/view/2294 <p>This study aimed to recognize the motives of Omani students within the age group between 11–13 years old for participating in physical activities. The study sample consisted of 352 male students and 370 female students enrolled in the sixth and seventh grades of primary school in Muscat Governorate, with a total sample of 722 students. The researchers applied the qualitative approach through an open questionnaire to find out the motives for participating in physical activities. The researchers employed Grounded Theory in the analysis, understanding and classification of the data collected; in order to reach a real profile of the motives for participation in physical activities among the study sample. The researchers had the data collected undergo coding and comparison, ending up reaching a justifying classification of the sample students' motives for participating in physical activities. The results showed that there is an integrated set of motives for participating in physical activities, which were classified as health, physical, psychological, social and cognitive motives. The most prominent of these motives, according to the classification sequence, are: Entertainment and leisure time use 65.8%, maintaining health and strengthening the body 62.7%, strengthening the muscles 54.8%, sense of belonging and the pleasure of cooperating with the team 29%, learning sports as a hobby and a talent to reach professionalism 25.8%. The researchers recommended at the end of the study the necessity of having the results of this study put to use in building and developing physical education curricula in schools and conducting more qualitative studies in this area.</p> Nasser Al Rawahi Said Al Dhafri Hussain Al kharusi Azza Al Rawahi Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0059 Teachers’ Professional Learning in the Sultanate of Oman: The Measurement Model and the Reality of Practice https://journals.qu.edu.qa/index.php/jes/article/view/2295 <p>The purpose of this study was to examine the extent to which a four-dimensional measurement model of teachers' professional learning matches field data in the Sultanate of Oman. It also sought to identify the most frequently practiced professional learning activities and determine the extent to which teachers’ perceived practice of such activities varies according to their gender and years of experience. The study adopted a quantitative research approach whereby data was collected from (315) teachers from the Governorate of Muscat, using the teacher professional learning scale which included four dimensions: reflection, experimentation, collaboration, and knowledge inquiry. The results revealed that the model of measuring the professional learning of teachers was well matched with the educational context in Oman with minor modifications. The results also showed that "experimentation" emerged as the most practiced professional learning activity, followed by "reflection", "collaboration", and finally "Reach out to the knowledge base" from its human and material sources. In addition, the study found no statistically significant differences in the practice of the dimensions of professional learning between male and female teachers, except for the dimension of “experimentation” where significant differences were found to be in favour of female teachers. Years of experience did not have any impact on the teachers’ perceived practice of professional learning. Finally, the study came up with a set of recommendations, including adopting clear and structured programs to promote and follow up the professional learning practices of teachers in Omani schools, and establishing professional links between teachers of different schools; in order to raise the level of professional learning.</p> Khalsa Salim Hamed Al Harthi Yasser F. Hendawy Al Mahdy Rashid Sulaiman Al Fahdi Waheed Shahbour Hammad Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0060 Self-Esteem and Its Relationship to Academic Achievement among Undergradu-ate Students in Holy Qur'an and Islamic Sciences University https://journals.qu.edu.qa/index.php/jes/article/view/2296 <p>This study aimed to identify the level of self-esteem and its relationship to academic achievement among undergraduate students in University of Holy Qur'an and Islamic Sciences in Yemen. It also aimed to recognize the statistical differences in the level of self-esteem among university students according to the variables of gender, academic major and academic level, and to achieve the objectives of the study, the researcher used the descriptive analytical method. The sample of this study was chosen in a proportional method that consisted of (237) male and female students from different academic levels (second, third, and fourth) in all academic majors at the university. The study used «The Rosenberg Self-Esteem Scale (RSES)», and its results showed that there is a high level of self-esteem among the individuals of the sample, and also showed that there are differences in the level of self-esteem according to the gender variable, and they were in favor of females. There were no statistically significant differences in the variables of academic major and academic level. The results showed a positive correlation with incorporeal significance at (0.01) between the level of self-esteem and the general (GPA) of the studied sample.</p> Mohammed Sarhan Ali Qasem Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0061 The Effect of A therapeutic Intervention for Psychological Burnout among Mothers of Children with Autism Spectrum Disorders and Down Syndrome in Kuwait Society https://journals.qu.edu.qa/index.php/jes/article/view/2297 <p>This study aims to investigate the aspects of psychological burnout among mothers of children with Autism Spectrum Disorder and Down syndrome, and the effectiveness of the therapeutic program in reducing the effects and aspects of psychological burnout among mothers of children with Autism Spectrum Disorder and Down syndrome. The researchers used the semi-experimental approach. The sample comprised (40) women: (20) mothers of children with Autism Spectrum Disorder and (20) mothers of children with Down syndrome. They were divided equally into two groups: the experimental group and another control group. A training program was proposed to reduce the severity of psychological combustion among mothers of children with Autism Spectrum Disorder and Down syndrome— at the Kuwait Society for the Handicapped (KSH). The study concluded a set of results: There are statistically significant differences between the average scores of pre and post applications in the degree of psychological combustion among mothers of children with Autism Spectrum Disorder; and there are statistically significant differences between the average scores of the pre and post applications in the degree of psychological combustion among mothers of children with Down syndrome. This means the success of the program in achieving its goals in reducing the severity of psychological combustion for the experimental group. The researchers developed practical proposals and suggestions based on that result.</p> Abdulnaser Fakhrou Iman Amy Betawi Maryam Majid Al bouflassa Sara Ghareeb Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0062 The Factorial structure of Organizational Loyalty to Teaching Profession Scale Abdulaziz Hamed Mohammed AL-Omairi https://journals.qu.edu.qa/index.php/jes/article/view/2298 <p>The study aimed to investigate the factorial structure of the Teaching Loyalty Scale using Exploratory and Confirmatory Factor Analysis. To achieve the aim of the study, a scale was constructed to measure teaching loyalty and applied to two equal samples, each of which consisted of (381) male and female teachers. The initial version of the scale was applied to the first sample to conduct the Exploratory Factor Analysis, and the other version was for Confirmatory Factor Analysis. The results of both factor analyses showed that the Teaching Loyalty Scale consists of three factors: Affective Loyalty, Normative Loyalty and Continuance Loyalty. The reliability indices of the scale were tested using Cronbach’s Alpha coefficient for all its dimensions and it met the reliability which ranged between (0.84-0.88) per dimension and (0.89) for the whole scale. All of these indicators showed that Teaching Loyalty Scale has good psychometric properties and that it can be used as a measurement tool in scientific research. In light of the results, the study provided a number of recommendations, the most prominent of which is to verify the factorial structure of Teaching Loyalty Scale, using Confirmatory Factor Analysis on different samples in other countries.</p> Abdulaziz Hamed Mohammed AL-Omairi Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0063 Electronic Developmental Supervision and Its Impact on Teachers' Attitudes and Improving Their Teaching Performance in Basic Education Schools in the Sultanate of Oman: A Quasi-Experimental Study https://journals.qu.edu.qa/index.php/jes/article/view/2299 <p>The study aims to investigate the effect of implementing the electronic developmental supervision on teachers’ attitudes and improving their teaching performance in Basic Education. The study used the quasi-experimental research, which is based on designing one group and a measurement: pre- and post-implementation, by using two tools. The first tool is an attitude scale to measure the teachers' attitudes towards the electronic developmental supervision. The second tool is a questionnaire to measure the effect of the electronic developmental supervision on teachers’ performance. The study sample included 24 Cycle One female teachers from Muscat Governorate.</p> <p>The study reveals that there are no statistically significant differences at the level of α≤0.05 between the two means of the values given by the respondents in the two measurements, pre and post, regarding their attitudes towards electronic developmental supervision program. However, there are statistically significant differences at the level α≤0.05 between the values given by the respondents in the two measurements, regarding their teaching performance after the implementation of the electronic developmental supervision program.</p> <p>The study concludes with a set of recommendations including spreading the culture of using the electronic developmental supervision and activating social media, educational portal, and educational media, establishing an electronic supervision platform and signing partnership contracts with community organizations.</p> Nesreen Saleh Mohamed Salah El-Din Lahiya Hamed Said Al-Quarini Mohamed Abdel-Hamid Lashin Mohamed Eid Ammar Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0064 Servant Leadership Practices of The Department Chairmen and Its Relationship to Team’s Professional Learning from Teachers’ Perspectives in The State of Kuwait https://journals.qu.edu.qa/index.php/jes/article/view/2300 <p>This study aimed to identify the reality of department heads' servant leadership practices in Kuwait public schools from teachers’ perspectives. It also aimed to examine the relationship between department heads' servant leadership practices, team professional learning, and school administrative excellence. The study adopted the descriptive analytical approach through implementing a (42) item questionnaire adapted from two instruments which are Organizational Leadership Assessment (OLA), and professional learning questionnaire. The study sample consisted of (801) male and female teachers. The study results were the following:</p> <ul> <li class="show">The practice of servant leadership for department chairmen received moderate responses from teachers in general. Teachers' perspectives toward department heads' servant leadership ranked descending – in terms of dimensions – to building school community, valuing others, developing individuals, providing leadership, sharing leadership, and displaying authenticity.</li> <li class="show">Teachers perspectives toward team’s professional learning level was high.</li> <li class="show">Three dimensions of servant leadership for department chairmen predicted 22% of team’s professional learning which are providing leadership, building school community, and developing individuals.</li> <li class="show">No statistically significant differences were found in participant responses towards the department chairmen servant leadership dimensions, and for team’s professional learning according to the administrative excellence, or years of experience.</li> </ul> Amal Abdul-wahhab Al-saleh Copyright (c) 2022 Journal of Educational Sciences https://creativecommons.org/licenses/by-nc/4.0 2022-03-28 2022-03-28 18 18 10.29117/jes.2021.0065