واقع تطبيق معايير الجودة الشاملة بالمدارس السعودية الرائدة بمحافظة جدة من وجهة نظر معلميها

Abstract EN

The aim of the research is to explore the extent to which the total quality standards are applied in the pioneer Saudi schools in Jeddah province, as well as find the statistically significant differences between the responses of the teachers regarding the extent to which the total quality standards are applied in the pioneer Saudi schools in Jeddah province which can be attributed to the school stage, specialization, experience and qualification.

In order to fulfill the objectives of the research, the researcher used the descriptive methodology.

The research used a sample of the teachers of the pioneer Saudi schools in Jeddah province numbering 360 (42.8% of the research population).

The researcher developed a questionnaire made up of the seven dimensions representing the quality standards, namely: school management, teacher, student, teaching methods, school building, evaluation, and social involvement.

The research came up with several findings including the fact the total quality standards in the pioneer Saudi schools in Jeddah province as perceived by their teachers were applied to a very high extent, and the degree of application of such standards was in the following order: the teacher, school management, teaching methods, evaluation, school building, social involvement, and student; besides there were no statistically significant differences at the level of p = 0.05 between the averages of the teachers responses regarding the extent to which the total quality standards are applied in the pioneer Saudi schools in Jeddah province that may be attributed to specialization or qualification except for the social involvement in which differences were found that may be attributed to the higher studies qualification; but there were statistically significant differences at the level of p = 0.05 between the averages of the teachers responses regarding the extent to which the total quality standards are applied in the pioneer Saudi schools that may be attributed to the years of experience, and the differences were in favor of the teachers with less than 10 years of experience; and there were also statistically significant differences at the level of p = 0.05 between the averages of the teachers responses regarding the extent to which the total quality standards are applied in the dimensions of the teacher, evaluation, social involvement and school building that may be attributed to the school stage in favor of the elementary and intermediate school stages, while there were no differences in the dimensions of school management, student, and teaching methods that may be attributed to the school stage.