برنامج مقترح لتدريب معلمي المرحلة الثانوية في الأردن بناء على أنموذج "جرينر" للنمو المؤسسي متعدد المراحل

Abstract EN

The present study aimed to propose a training program for training in service high school teachers in Jordan.

It aimed to set it based on a multistage institutional growth model.

An analytical descriptive approach was adopted and a questionnaire was developed.

The questionnaire consists from 60 items.

The validity and reliability of the questionnaire were measured.

The study’s sample consists from school principals and supervisors.

They were selected from the public schools that are affiliated with the (Jarash, Aqaba, and Al-Jam’a district directorates of education).

They are 216 principals and supervisors.

The following results were concluded: - The sampled school principals and supervisors believe that the existent training programs comply much with the multistage institutional growth model in terms of growth through guidance.

However, they believe that these programs moderately comply with the multistage institutional growth model in terms of (innovation, creativeness, addition, delegation, coordination and monitoring, cooperation, and alliances and partnerships).

- The present study proposed a suitable training program for training in service high school teachers in Jordan.

It was proposed based on a multistage institutional growth model.

The latter program covers eight main areas.

The researchers recommended carrying out processes at high schools for developing teachers.

That should be done in the aim of raising teachers’ teaching capacity based on the institutional growth model.

The researchers believe that the decision makers who are members of the top management at the Ministry of Education must seek applying training programs related to institutional growth as much as possible.