Journal of Educational Sciences – Qatar University

Back Matter

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

The effectiveness of a Professional Development Program based on Global Professional Standards for enhancing the elementary teachers’ Educational Competencies in Jordan

Mohamed Bakr Nofal — 2025-10-23

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.

The Challenges of teaching the Cambridge Mathematics Curriculum in grades five to nine from the perceptions of teachers and supervisors in the Sultanate of Oman

Abdulaziz Hamed Mohammed AL-Omairi — 2025-10-23

The current study aimed to identify the challenges of teaching the Cambridge Curriculum of mathematics in grades five to nine from the perceptions of teachers and supervisors in the Sultanate of Oman. The study followed the mixed method approach particularly the sequential explanatory design (QUAN-qual). To achieve the objective of the study, the quantitative tool was a questionnaire administered to a sample of (955) teachers and supervisors, and focus group interviews were conducted with a sample of (72) teachers and supervisors. The study concluded that the first and most prominent challenge facing the application of the Cambridge mathematics Curriculum was the challenge related to students. With respect to students, the highest ranked challenging aspect was the weakness of students’ basic skills. The second-ranked challenge was related to administrative challenges in terms of the delay in providing schools with books, while the third high-level challenge was related to the evaluation aspect in terms of insufficient time allotted for performing the test. Content-related challenges ranked fourth at a moderate level, the most prominent of which being the density of the content, especially in grades (7-9). Meanwhile, the teacher-related challenges ranked last at a moderate level. The results also revealed that there were differences in the challenges facing the teaching of the Cambridge Curriculum of mathematics as a whole, according to the variables of gender and years of experience.

Mentorship programs for Gifted Students in STEM Fields – A Systematic Review

Fahad Ali Almuaili — 2025-10-23

The current systematic review aims to explore the outcomes of the educational literature related to mentorship programs of gifted students in STEM fields. The researchers reviewed (451) studies conducted between the years 2014-2021 using (4) selection criteria, and selected (11) studies that matched those criteria. The researchers used a modified version of (PRISMA 2015-2020 protocols) tailored to the objectives of the current review, which consists of a list of (17) elements and a chart for analyzing the targeted studies, and the result of the current systematic review found that there is a strong tendency towards electronic mentorship programs and attention to underrepresented special populations. Also, most of the studies used the qualitative methodology to evaluate mentorship programs, and showed that they are provided for advanced educational stages and that they result in obtaining positive outcomes in academic, psychological and social fields for different groups.

Science Teachers' Satisfaction with the Inclusion of Health Education Concepts in Primary Science Curricula in Qatar

Aisha Jumaa M A Al Fojery — 2025-10-23

The current study aimed to measure the level of satisfaction of science teachers at the upper primary stage in the State of Qatar with the extent of inclusion of health education concepts in the science curricula. The study also aimed to examine the influence of the gender variable, and the interaction variable between gender and the grade level taught by the teachers. The study sample consisted of a convenience sample of 206 science teachers teaching at the upper primary stage in the State of Qatar for the academic year 2021-2022. The researchers employed a descriptive survey method, using a questionnaire to assess the satisfaction level of male and female teachers with the level of inclusion of health education concepts in science curricula for their respective classes. The results revealed a consensus among science teachers regarding the moderate level of satisfaction with the extent of inclusion of health education concepts in the science curricula. There were no statistically significant differences in the level of satisfaction of male and female teachers according to the gender variable, nor were there any statistically significant differences resulting from the interaction between grade level and gender.

The study recommended the need for the teacher's participation in the curriculum development procedures represented in translating the planning, executive, and evaluation specifications of the curriculum engineering system into a reality that ensures the achievement of the objectives of the curriculum and its continuity, especially in the field of spreading awareness related to health.

The Predictive Ability of the Admission Criteria of the Graduate Students and their Cumulative GPA Upon Graduation from Yarmouk University

Nedal Kamal Alshraifin — 2025-10-23

The study aimed to reveal the ability of graduate admission criteria to predict the cumulative GPA of students at Yarmouk University. To achieve the objective of the study, the data of the study sample which consisted of (2942) male and female students at the master's level and (600) students at the doctoral level were obtained for the last three years. The results of the stepwise multiple regression analysis revealed that the predictive ability of the criteria used for success as measured by the cumulative GPA in the two stages was weak, and despite the statistical significance of the two predictive models; The admission criteria used collectively in the Master’s program could not explain more than (11.8%) of the total variance in the cumulative GPA at the master’s level, of which the bachelor’s GPA explained (8.4%), the type of college at the bachelor’s level (1.7%), the high school GPA (1%), the type of English language admission (0.4%), and the type of university at the bachelor’s level (0.3%). For the Ph.D., the admission criteria for the humanities and education majors together explained (6.6%) of the total variance in the doctoral cumulative GPA, of which the bachelor’s GPA explained (3.6%), the type of English language admission (1.9%), and the type of university at the bachelor’s level (1.1%). While the other variables could not contribute to explaining the variance, and they were all statistically not significant at the level of (α=0.05). The study recommended reconsidering the admission criteria and requirements for master’s and doctoral programs at Yarmouk University and seeking more reliable criteria.

Predicting Academic Self-efficacy Beliefs Using Students’ Psychological Flow Among Students in Grades (7-9) in the Sultanate of Oman

Iman Salem Almaskri — 2025-10-23

The current study aimed to predict the level of academic self-efficacy beliefs through the psychological flow dimensions among students in grades 7-9 in the Sultanate of Oman, and the study was applied to a sample of 394 students from the seventh, eighth, and ninth grades in the Sultanate of Oman. The Academic Self-Efficacy Beliefs Scale and the Psychological Flow Scale were used. Using the multiple linear regression technique, the results showed that possibility of predicting the level of academic self-efficacy beliefs through the dimensions of psychological flow accounted for (22%). The most predictable dimension was loss of the sense of time and self-awareness, followed by absorption in performance and intrinsic enjoyment, and finally concentration of attention and confronting challenges. The study also found that there were high levels of academic self-efficacy beliefs and dimensions of psychological flow, and that there were statistically significant differences in the levels of academic self-efficacy beliefs in favour of males, as well as statistically significant differences in the dimension of absorption in performance and intrinsic enjoyment in favour of males, yet no statistically significant differences in the other dimensions were found. Moreover, the study found statistically significant differences in the dimension of concentration of attention and confronting challenges in favour of the ninth grade, while no statistically significant differences were found in the level of academic self-efficacy beliefs and the other psychological flow subscales across the grade stages.

The Perceptions of Supervisors, Teachers and Student Teachers Regarding the Distance Learning Competencies for Teaching Visual Arts in the Sultanate of Oman

Mohammed Hamood Al-Amri — 2025-10-23

The present study aimed to monitor and analyze the perceptions of visual arts supervisors and teachers - before and during service - regarding the competencies of planning, implementation, and evaluation in distance visual arts teaching in the Sultanate of Oman. In order to achieve the objectives of the study, the researchers used the descriptive-analytical method through implementing a scale for measuring distance-learning competencies for teaching visual arts consisting of (58) statements distributed in the three categories of teaching competencies. The tool was applied to a sample of (204) supervisors, teachers and student teachers, with (55) responses from subject supervisors, (104) responses from in-service subject teachers, and (45) responses from student teachers from the Department of Art Education at Sultan Qaboos University. The most important results of the study indicated a high average response of the study members in their mastery of the competencies of distance teaching, and the results showed the participation of the two categories of teachers and student teachers in prioritizing the competencies of implementation, while the supervisors - who are the most experienced category - prioritized the planning competency among the three teaching competencies. The results also showed that there were statistically significant differences between the responses of the study members in the competencies of implementation, assessment, and evaluation in favor of the category of student teachers, and the results showed that there were no statistically significant differences between the three categories in their responses attributable to the gender variable (male/female), and also that there were no statistically significant differences between the three categories due to the governorate variable (geographical range). The study recommended developing the outcomes of the practicum course to maximize the benefits of the distance-teaching experience in visual arts by selecting elements applicable to direct classroom teaching.

The Extent to which Kindergarten Female Teachers Employ Educational Practices in Developing Mathematical and Scientific Concepts among Children from their Perspectives

May Abdul aziz Alkhathlan — 2025-10-23

The current research aimed to identify the extent to which kindergarten female teachers employ educational practices in developing mathematical and scientific concepts among children from their perspectives, and to detect differences in the responses of the sample according to the variables (years of experience, and the number of training courses). The study relied on the descriptive survey method, where the researcher prepared a questionnaire applied to a sample of government kindergarten teachers in Riyadh, numbering (225) teachers. The study found that: The degree to which the study sample employed educational practices in developing mathematical concepts reached a high level, with an arithmetic average of (3.91). The most prominent practices were employing situations where counting can be used during the daily program, and using tangible/manipulative tools to learn mathematical concepts and. In developing scientific concepts, the practices of the teachers yielded an arithmetic average of (4.00), represented in responding to children's questions that revolve around concepts, appreciating their ideas, and allowing them to experiment and solve problems. The findings also revealed no differences in the sample members responses due to years of experience, while differences appeared in the responses attributable to the number of training courses, in favor of those who attended one or more courses. Accordingly, the study recommended the importance of continuing to qualify and train kindergarten female teachers to plan, implement and evaluate activities in light of early developmental learning standards, in order to help develop children’s concepts and skills.

The Level of Implementation of Learning Disabilities Programs at the Secondary Stage in Riyadh According to Kohler's Taxonomy for Transition Services

Almaha Bint Abdulaziz Alquhyaz — 2025-10-23

This study examined teachers’ level of implementation of transition practices related to Kohler’s taxonomy for transition programming The participants were special education teachers (n = 53) of high schoolers with learning disabilities in Riyadh, Saudi Arabia. The overall finding indicated an average level of implementation across all practices recommended in Kohler’s taxonomy. When considered within their domains, an average level of implementation was also identified concerning student-focused planning, student development, family engagement, and program structures. Only practices related to interagency collaboration showed a weak level of implementation. In addition, there were no significant differences in teachers’ implementation level due to differences in their gender, academic qualifications, years of experience in education, experience with students with learning disabilities, and amount of training related to transition. The study concluded by discussing the findings and recommending adopting Kohler’s framework by teacher preparation programs and learning disabilities programs at the secondary stage of education to ensure that students with learning disabilities are empowered to achieve a successful transition.

Table of Content

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

Table of Content

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

Editorial Foreword

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

Editorial Foreword

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

Editorial Board

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

Editorial Board

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23

Front Matter

Hamzeh Abdallah Ayed Khwaileh — 2025-10-23