Investigating Factors Affecting Science Teachers’ Performance and Satisfaction toward their Teaching Process at Najran University for Girls’ Science Colleges

Abstract

In Saudi educational system, many factors have led to a various need for teaching qualifications in higher educational institutions. One main aim of this study was to determine the perception of college teachers on how to assess the effectiveness of the teaching process and what most students consider when evaluating their teachers. Further, it aimed to investigate the problems that academic teachers face in providing well-planned and effective services. To determine teachers’ perspectives, semi-structured interviews were conducted with 27 teachers selected at random from science departments at Najran University. It focused on several areas of teaching methods, such as curriculum programming, syllabus coverage of classes, teachers, and methods of effective teaching. Evaluation and student feedback was recorded. The collected data were analyzed through a list of key issues, concerns and themes to be discussed by the set of participants. The results revealed that teachers had some difficulties in addressing practical problems with implementing the current curriculum, using sufficient supplementation for teaching methods, and understanding validation of the evaluation process presented by students on the teachers’ achievements. Based on these findings, it is crucial to take teachers’ points of view into consideration in the development of the curriculum process, the exam system, resources, facilities and the evaluation system. Teacher involvement will create ownership and allow them to have an active role in teaching students with more devotion and commitment to evaluation. This will lead to significant improvement in teaching methods of science at all college levels.