i

RELATIONSHIP BETWEEN LECTURERS’ PROFESSIONAL COMPETENCE,

TEACHING ENVIRONMENT AND CLASSROOM TEACHING PRACTICES
AT AL-BAHA UNIVERSITY

ABDULKHALIQ HAJJAD ALGHAMDI

A thesis submitted in fulfilment of the

requirements for the award of degree of
Doctor of Philosophy (Curriculum and Instruction)

Faculty of Education
Universiti Teknologi Malaysia

JANUARY 2017
 ii

DECLARATION

I declare that this thesis entitled “Relationship between Lecturers’ Professional

Competence, Teaching Environment and Classroom Teaching Practices at Al-Baha
University” is the result of my own research except as cited in the references. The
thesis has not been accepted for any degree and is not concurrently submitted in
candidature of any other degree.

Signature :
Name : ABDULKHALIQ HAJJAD ALGHAMDI
Date : JANUARY 2017
 iii

DEDICATION

To My Family
 iv

ACKNOWLEDGEMENT

Alhamdulillah. All praises to Allah the Almighty, the Most Gracious and the Most Merciful,
for granting me the strength to complete this thesis.

The completion of this research and dissertation would not have been possible without the
support of many wonderful people. First of all, my extreme gratitude goes to my supervisor, Assoc.
Prof. Dr. Ahmad Johari bin Sihes for his unconditional support, kindness, and motivation. He has
inspired me in so many ways throughout my PhD journey. Only Allah can repay his kindness. I wish
his all the best in his future life, Insha‘Allah.

I also would like to thank this great country (Malaysia) generally, and the special thanks to
Universiti Teknologi Malaysia, which gives me this opportunity to complete my study, you have all
had a great impact on my life, thinking, and education.

Moreover, I would like to thank the Ministry of Education in my country (Kingdom of Saudi
Arabia), and Al-Baha University, for the scholarship, motivation, and support during my PhD journey.

Besides that, I have to send my great thanks to the faculty of Education (FP) as well as all of
the academic staff and secretary, specially, Assoc. Prof. Dr. Azlina binti Mohd Kosnin, Dr. Sanitah
binti Mohd Yusof , and Dr. Aede Hatib bin Musta’amal, for their support, motivate, and help.

I have to thank all of my friends in Ireland, those who had helped me during my English
Language course, and the best thanks to Mr. Ashraf Albahi, your helpful won’t be forgotten at all. As
well as community of friends and neighbors in Malaysia for their intellectual curiosity, social support,
constant encouragement, long chats, and laughter throughout this process.

Finally, the Doctoral journey would not have been possible without the support and love of
my lovely parents, brothers, sisters, partner, and children. Thank you for your unconditional love,
prayers, motivates, comfort, patience, and support.

ABDULKHALIQ HAJJAD ALGHAMDI

 v

ABSTRACT

The performance of a lecturer at the university is to act as an educator and facilitator to

university students to enhance the dynamics and effectiveness of the educational process. Lecturers’
Professional Competence and their Teaching Environment are two factors that influence the students’
performance through effective classroom teaching practice. Thus, the main objective of this study is to
examine the extent to which professional competence and teaching environment determine the
classroom teaching practice among the universities in Saudi Arabia. This explanatory mixed method
study was implemented in Al Baha University in order to generate information for the purpose of data
analysis. Mixed mode research design was employed in order to analyse the data from both
quantitative and qualitative approaches. Quantitative data was generated using questionnaire while
seven lecturers of the University were interviewed for the qualitative information. The quantitative
data was estimated, mean, percentage using, Pearson correlation coefficient, one way Anova and
multiple regressions. The ordinary least square was estimated with stepwise method while
respondents’ responses were analysed under the common themes after they were transcribed and
translated into English language. The finding shows the high level of professional competence,
moderate level of teaching environment and high level of classroom practices among the lecturers.
Besides, the finding indicates the strong positive relationship between lecturers’ professional
competence, lecturer’s teaching environment and their classroom teaching practices. There is also a
weak but significant relationship between lecturers’ professional competence and teaching
environment. Similarly, there are significant differences in lecturers’ professional competence based
on teaching experience, position held, nationality and number of courses attended. In addition to that
there are significant differences in lecturers’ classroom teaching practices based on their teaching
experience, nataionality, number of course and workshop attended and position held. The results from
both quantitative and qualitative analyses confirmed that human competence, teaching competence,
technology competence, evaluation competence, and cultural competence from the professional
competence and control of teaching, size of classroom, support from faculty and the student
characteristics from the lecturers’ teaching environment component are significant determinants of a
classroom teaching practice among the staff of Al-Baha University. Similarly, number of course
attended and teaching experience are determinants of classroom teaching practices. The study
therefore, recommends that the authorities in the university should pay more attention to these factors
among others in order to improve students’ performance towards effective management of classroom
activities.
 vi

ABSTRAK

Prestasi seorang pensyarah di universiti adalah untuk bertindak sebagai pendidik dan
fasilitator kepada pelajar universiti untuk meningkatkan dinamik dan keberkesanan proses pendidikan.
Kecekapan Profesional Pensyarah dan Suasana Pengajaran mereka adalah dua faktor yang
mempengaruhi prestasi pelajar melalui amalan pengajaran yang berkesan di bilik kuliah. Justeru,
objektif utama kajian ini adalah untuk mengkaji sejauh mana kecekapan profesional dan persekitaran
pengajaran menentukan amalan pengajaran di bilik kuliah dalam kalangan universiti-universiti di
Arab Saudi. Kajian kes ini telah dilaksanakan di Universiti al Baha untuk menjana maklumat bagi
tujuan analisis data. Reka bentuk mod penyelidikan campuran telah digunakan untuk menganalisis
data dari kedua-dua pendekatan kuantitatif dan juga kualitatif. Data kuantitatif telah dijana
menggunakan soal selidik manakala tujuh pensyarah Universiti telah ditemubual untuk maklumat
kualitatif. Data kuantitatif dianggarkan, min, peratusan menggunakan, pekali korelasi Pearson, Anova
sehala dan pelbagai terurus. Dataran yang paling kurang biasanya dianggarkan dengan kaedah langkah
demi langkah manakala jawapan responden dianalisis di bawah tema yang sama selepas mereka
disalin dan diterjemahkan ke dalam bahasa Inggeris. Dapatan kajian menunjukkan tahap kecekapan
profesional yang tinggi, tahap persekitaran pengajaran yang sederhana dan tahap amalan dalam bilik
kuliah dalam kalangan pensyarah. Selain itu, dapatan menunjukkan hubungan positif yang kuat antara
kecekapan profesional dan amalan pengajaran di dalam bilik kuliah mereka, manakala hubungan
pensyarah antara persekitaran pengajaran dan amalan pengajaran di dalam bilik kuliah adalah lemah.
Terdapat juga hubungan yang lemah namun signifikan antara kecekapan professional pensyarah dan
persekitaran pengajaran. Begitu juga, terdapat perbezaan yang signifikan dalam kecekapan profesional
pensyarah berdasarkan pengalaman mengajar, jawatan dan beberapa kursus yang dihadiri. Di samping
itu, terdapat perbezaan yang ketara dalam amalan pengajaran di dalam bilik kuliah pensyarah
berdasarkan pengalaman mengajar dan jawatan yang disandang. Keputusan daripada kedua-dua
analisis kuantitatif dan kualitatif mengesahkan kecekapan penilaian, kecekapan manusia dan
kecekapan budaya dari kecekapan profesional dan kawalan pengajaran, mengajar di luar bidang dan
ciri-ciri pelajar daripada komponen persekitaran pengajaran pensyarah adalah penentu signifikan
amalan pengajaran di dalam bilik kuliah dalam kalangan staf Universiti al-Baha. Oleh yang demikian,
kajian ini mengesyorkan bahawa pihak berkuasa di universiti tersebut perlu memberi perhatian yang
lebih kepada faktor-faktor ini untuk meningkatkan prestasi pelajar ke arah keberkesanan pengurusan
aktiviti dalam bilik kuliah.
 vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES xiii
LIST OF FIGURES xvii
LIST OF ABBREVIATIONS xviii
LIST OF APPENDICES xix

1 INTRODUCTION 1
1.1 Introduction 1
1.2 Background of Study 4
1.3 Statement of Research Problem 9
1.4 Research Objectives 11
1.5 Research Questions 12
1.6 Research Hypotheses 13
1.7 Significance of Study 15
1.8 Contribution to the Body of Knowledge 15
1.9 Limitation of Study 15
1.10 Theoretical Framework 16
1.10.1 Theory of Professional Competence 16
1.10.2 Lewin’s Field Theory of Teaching Environment 17
1.10.3 Theory of Classroom Teaching Practice 18
 viii

1.11 Conceptual Framework 19

1.12 Definition of Terms 20
1.12.1 Lecturers’ Background 20
1.12.2 Professional Competence 20
1.12.3 Teaching Environment 21
1.12.4 Classroom Teaching Practices 21
1.13 Summary 22

2 LITERATURE REVIEW 23
2.1 Introduction 23
2.2 Lecturer’s Background Concept 23
2.2.1 Teaching Experience as a Subset of Lecturer’s
Background 28
2.2.2 Position Held as a Subset of Lecturer’s Background 29
2.2.3 Number of courses and workshop attended as a
Subset of Lecturer’s Background 30
2.3 Level of Professional Competence Concept 30
2.3.1 Teaching Competence as a Subset of Professional
Competence 31
2.3.2 Human Competence 33
2.3.3 Technology Competence 37
2.3.4 Evaluation Competence 38
2.3.5 Cultural Competence 39
2.4 Level of Teaching Environment Concept 39
2.4.1 Size of Classroom 40
2.4.2 Control of Teaching 41
2.4.3 Students’ Characteristics 43
2.4.4 Support from Faculty 44
2.4.5 Workload 45
2.4.6 Out-of-Field Teaching 45
2.5 The Concept of Classroom Teaching Practices 46
2.5.1 Use of Teaching Methods 47
2.5.2 Response to Students’ Queries 49
2.5.3 Control Students Behavior 51
 ix

2.5.4 Teaching Reflection 52

2.6 Professional Competence and Lecturers’ Background 53
2.7 Professional Competence and Classroom Teaching Practices 54
2.8 Lecturers’ Background and Classroom Teaching Practices 54
2.9 Teaching Environment and Classroom Teaching Practices 55
2.10 Professional Competence, Teaching Environment,
Background and Classroom Teaching Practices 56
2.11 Underpinning Theories of the Study 57
2.11.1 Theory of Professional Competence 57
2.11.2 Lewin’s Field Theory of Teaching Environment 57
2.11.3 Theory of Classroom Teaching Practice 58
2.12 Higher Education in Saudi Arabia 23
2.13 Teaching in Higher Education 24
2.14 Models of Teaching in Higher Education 25
2.14.1 Bigg’s 3p Model of Teaching 25
2.14.2 Prosser’ and Trigwell’s Model 26
2.15 Summary 58

3 RESEARCH METHODOLOGY 59
3.1 Introduction 59
3.2 Design of Study 59
3.3 Location of Study 60
3.4 Population, Sampling Technique and Sample Size 61
3.5 Data Collection Procedure 62
3.6 Research Instrument (Quantitative) 62
3.6.1 Questionnaire 65
3.6.2 Research Instrument (Qualitative) 66
3.6.3 Interview Questions 66
3.7 Questionnaire Validity 67
3.8 Reliability 68
3.9 Back Translation 68
3.10 Pilot Study 69
3.11 Questionnaire Items Reliability 71
3.12 Items Deletion 72
 x

3.13 Data Analysis Technique 74

3.14 Qualitative Data Analysis Technique 89
3.14.1 Thematic Data Analysis 89
3.14. 1.1 Familiarization with Data SOURCE 89
3.14.1.2 Initial Code Generation 90
3.14.1.3 Themes Development 90
3.14.1.4 Revision of the Themes 91
3.14.1.5 Definition and Renaming of the Themes 91
3.14.1.6 Production of the Report 91
3.15 Cutoff Point for Descriptive 92
3.16 Correlation Threshold 92
3.17 Stepwise Regression 93
3.18 Summary 94

4 DATA ANALYSIS AND FINDINGS 95

4.1 Introduction 95
4.2 Demography of Respondents for Quantitative Research 96
4.3 Normality Test of Data 99
4.4 Descriptive Analysis 102
4.4.1 Research Question 1 103
4.4.2 Overall Results for the Sub Construct of Professional
Competence 89
4.4.3 Overall Results for the Sub Construct of Teaching
Environment 90
4.4.4 Overall Results for the Sub Construct of Classroom
Teaching Practices 91
4.5 Inferential Analysis 91
4.6 Summary of Quantitative Findings 110
4.7 Qualitative Analysis 110
4.7.1 Profile of the Respondents 140
4.7.2 Analysis of Responses from the Respondents 141
4.7.2.1 Teaching Competence 142
4.7.2.2 Human Competence 143
4.7.2.3 Technology Competence 145
 xi

4.7.2.4 Evaluation Competence 145

4.7.2.5 Cultural Competence 147
4.7.3 Lecturers’ Teaching Environment 148
4.7.3.1 Size of Class 149
4.7.3.2 Control of Teaching 150
4.7.3.3 Students’ Characteristics 151
4.7.3.4 Supports from Faculty 152
4.7.3.5 Workload 153
4.7.3.6 Teaching Out-of-Field 154
4.8 Summary of the Qualitative Findings 155
4.9 Integration of Quantitative and Qualitative Findings 155
4.10 Chapter Summary 156

5 DISCUSSION, RECOMMENDATIONS AND CONCLUSION 157

5.1 Introduction 1277
5.2 Summary of the Research 157
5.3 Discussions on Research Findings 1289
5.3.1 Lecturers’ Professional Competence Level 160
5.3.1.1 Human Competence 160
5.3.1.2 Teaching Competence 161
5.3.1.3 Cultural Competence 162
5.3.1.4 Technology Competence 13263
5.3.1.5 Evaluation Competence 1324
5.3.2 Lecturers’ Teaching Environment Level 1335
5.3.2.1 Control of Teaching 1345
5.3.2.2 Students’ Characteristic 1346
5.3.2.3 Size of the Class 1346
5.3.2.4 Support from Faculty 1357
5.3.2.5 Workload 1358
5.3.2.6 Teaching out of Field 1368
5.3.3 Lecturers’ Classroom Teaching Practices Level 1369
5.3.3.1 Response to Students’ Query 1379
5.3.3.2 Teaching Reflection 170
5.3.3.3 Use of Teaching Method 171
 xii

5.3.3.4 Control of Students’ Behavior 171

5.3.4 Relationship between Professional Competence and
Lecturers’ Classroom Teaching Practices 172
5.3.5 Relationship between Lecturers’ Teaching
Environment and Their Classroom Teaching Practices 14073
5.3.6 Relationship between Lecturers’ Professional
Competence, Lecturers’ Teaching Environment and
their Classroom Teaching Practices 1415
5.3.7 Lecturers’ Professional Competence and Lecturers’
Background 1437
5.3.8 Lecturers’ Classroom Practice and Lecturers’
Background 1449
5.3.9 Lecturers’ Background, Professional Competence,
Teaching Environment and Lecturers’ Classroom
Teaching Practice 181
5.3.10 Framework for Improving Lecturers’ Classroom
Teaching Practices 182
5.4 Implications 1506
5.5 Recommendation for Future Study 1517
5.6 Conclusion 1529

REFERENCES 190
Appendices A - I 213- 231
 xiii

LIST OF TABLES

TABLE NO. TITLE PAGE

3.1 Determining sample size from a given population Error! Bookmark n

3.2 Breakdown of universities status and number of sample Error! Bookmark n
3.3 Constructs and their items 63
3.4 Interview protocol 66
3.5 Item after its modification 67
3.6 Pearson correlation coefficients between the statement and
dimension of professional competence 69
3.7 Pearson correlation coefficients between the statement and
dimension to where it belongs (Teaching environment) 70
3.8 Pearson correlation coefficients between the statement and
dimension to which it belongs (Classroom teaching
practices) 70
3.9 Original questionnaire items before running their internal
consistency 71
3.10 Items deleted from student’s characteristics, support from
faculty, teaching out-of-field, control of teaching and
workload 72
3.11 Cronbach's alpha coefficient to measure the reliability of the
study instrument 73
3.12 Types of data analyses 74
3.13 Shows the correlation cutoff used in this study 92
4.1 The study sample distribution according to the gender 826
4.2 The study sample distribution according to the position 837
4.3 The study sample distribution according to the teaching
experience 847
 xiv

4.4 The study sample distribution according to teaching and

learning courses attended 848
4.5 The study sample distribution according to number of
teaching and learning courses attended 848
4.6 The study sample distribution according to the period of
courses attended 859
4.7 Mean, frequency, percentages and level for teaching
competence 103
4.8 Mean, frequency, percentages and level for human
competence 2005
4.9 Mean, standard deviations, frequency, percentages and level
for technology competence 2016
4.10 Mean, frequency, percentages and level for evaluation
competence 2037
4.11 Mean, frequency, percentages and level for cultural
competence 2048
4.12 Mean and rank for sub constructs under professional
competence 899
4.13 Mean, frequency, percentages and level for size of class 200
4.14 Mean, frequency, percentages and level for control of
teaching 201
4.15 Mean, frequency, percentages and level for students’
characteristics 202
4.16 Mean, frequency, percentages and level for support from
faculty 20913
4.17 Mean, frequency, percentages and level for workload 2104
4.18 Mean, frequency, percentages and level for teaching out-of-
field 2115
4.19 Mean and rank for sub constructs under teaching
environment 906
4.20 Mean, frequency, percentages and level for the use of
teaching method 2137
4.21 Mean, frequency, percentages and level for response to
students’ query 2148
 xv

4.22 Mean, frequency, percentages and level for control of

students’ behaviour 2169
4.23 Mean, frequency, percentages and level for teaching
reflection 120
4.24 Mean and rank for sub constructs under classroom teaching
practices 121
4.25 The threshold of item correlation according to Gravetter and
Wallnau 122
4.26 Pearson correlation between lecturers’ professional
competence and their classroom teaching practices 122
4.27 Pearson correlation between lecturers’ teaching
environment and their classroom teaching practices 9323
4.28 Pearson correlation between lecturers’ professional
competence, teaching environment and classroom teaching
practices 944
4.29 One way ANOVA for differences in accordance with
teaching experience 956
4.30 Post hoc test using LSD estimator 967
4.31 One way ANOVA for differences in accordance with
position 967
4.32 Post Hoc Test using LSD estimator 978
4.33 One way ANOVA for differences in accordance with
Number of courses attendance 989
4.34 Post hoc test using LSD estimator 989
4.35 One way ANOVA for differences in accordance with
teaching experience 131
4.36 Post hoc test using LSD estimator 131
4.37 One way ANOVA for differences in accordance with
position 10132
4.38 Post hoc test using LSD estimator 10233
4.39 One way ANOVA for differences in accordance with
courses attended 10233
4.40 Summary of the regression results on aggregated figures 1055
 xvi

4.41 Summary of the regression results base on subcomponents

figures 1065
4.42 The result of stepwise 1087
4.43 Profile of the respondents 11140
 xvii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1.1 Theoretical framework of the study 16

1.2 A conceptual framework of the study 19
3.1 Explanatory mixed method 60
4.1 Histogram explaining the professional competence 86
4.2 Histogram explaining the teaching environment 100
4.3 Histogram explaining the classroom teaching practices 101
4.4 The framework 1076
4.5 The proposed conceptual framework after the elimination 1097
5.1 The new framework for improving lecturers’ classroom
teaching practices 1484
 xviii

LIST OF ABBREVIATIONS

ANOVA - Analysis of variance

CSU - California State University
EE - Environmental Education
WACOT - Western Australian College of Teaching
CTP - Classroom Teaching Practecies
Obs - Observations
 xix

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Questionnaire (English) 213

B Questionnaire (Arabic) 219

C Interview Questions (English) 225

D Interview Questions (Arabic) 226

E Letter from Saudi Cultural Mission in Malaysia to Al-Baha

University to let me collecting the data 227

F Letter from Deanship of Scientific Research in Al-Baha

University to all faculities 228

G Back translation of the Questionnaire (English-Arabic) 229

H Back translation of the Questionnaire (Arabic-English) 230

I Approval letter 231

 1

CHAPTER 1

INTRODUCTION

1.1 Introduction

Developing competences requires an analysis of the social, economic, and political context.
Competence is needed in all walks of life in organization or any setting. For example in the
educational realm, lecturers are required to be competent to make the teaching students centered.
Competence should be understood as a collective and system-wide effort. In Saudi Arabia,
competence profiles are serve as the cornerstone of teachers’ development to bring about successful
learning outcomes. That is, not only that the level of competence among academic staff would bring
about better performance of the students at various level of studies but also would assist in their
behaviours in the classrooms.

The issue of competence has become the concern of all countries (Merriënboer, Van, Van der
Klink & Hendriks, 2002). Bourgonje and Tromp (2011) are of the opinions that the formulation of a
common vision of desired competences should be an inclusive process with all stakeholders. The
concept of competence has a long history in education, training, research and practice. However, there
is no consensus on definitions of concept or what constitutes it (Kouwenhoven, 2003). Kouwenhoven
(2003) puts it quite clearly that the lack of a generally accepted operational definition of competence
is generally acknowledged. The conceptual meaning of competence varies throughout different
countries and cultures (Edwards, Sánchez-Ruiz & Sánchez-Díaz, 2009). For example, in the USA the
term competency is used in generic way different from what it means (Kouwenhoven, 2003; Smith,
1999; Merriënboer, Van, Van der Klink & Hendriks, 2002).

Amongst the many factors that contributing to education quality, it is widely recognized that
lecturers play a crucial role. It is even argued out that lecturers’ quality is the contributing factor to
students’ achievement. Researchers, policy makers, programme designers and evaluators (Association
for the Development of Education in Africa, 2005) therefore, are looking for ways of understanding
lecturers’ competence. Lecturer’s competence is one way of looking at a quality education. At present,
around the world, many reforms in te education are oriented towards making lecturer’s education
 2

more functional for the development of competences lecturers’ need in practice. However,
competence standards for lecturers and routine classroom practices are increasingly being designed to
meet the students’ outcome. Lectureship is a strategic position in supporting the process and results of
the overall educational system. The lecturer’s professional competence in mastering the teaching
content and method affects positively students’ performances in the classroom (Anggraeni, 2013). The
competence of a lecturer in the university is to acts as an educator and facilitator to university students
in order to enhance the dynamics and effectiveness of the educational process. According to
Anggraeni (2013), lecturer’s performance requires their personal competence including skill practices,
behavior, creativity, and self-development efforts. The competence of academic staff among the
universities in Saudi has been examined (e.g., Al Dawood, 2007; Basfar et al., 2012; Ashehry, 2012)
but no specific one has been conducted in Al-Baha. The competence of the lecturers however has been
put under question as the performance of the students has been dropping in recent time (Abulatefah
2014). Especially, Abulatefah (2014) reveals that the performance of students at Al-Baha was lower than
expectation. The author attributed the finding to the level of competence among the academic staff of the
university and the teaching environment. It was argued that teaching strategies adopted by the academia in the
university might be one of the major factors responsible to their overall lower performance of the students.

Teaching environment is claimed to be one of the factors that helps students academically
especially the university environment. According to Queensland Department of Education, (2005)
safe and caring teaching environment allows students to participate actively in the various activities,
engage seriously in their study, regulate their behavior, and know of the explicit criteria and high
expectations of what they are to achieve.

Also, Teaching environment is an inherently social act in which teacher is responsible for the
teaching and perceived as a purveyor of the knowledge and student as a recipient (Gaff & Wilson,
1971). Teaching environment is a condition that surrounds the work place (Al-Otaibi 2009). The
initiatives to take care of the teaching environment have started taking shape worldwide. Some major
universities are already beginning to do so with organizing conferences and seminars on advancing
university learning (Markwell, 2003). Putting it specifically, the urgent need to enhance the university
learning and teaching is increasingly recognised by the Saudi Arabia government, especially among
the newly established universities like Al-Baha. Studies have shown the fast and effective steps taken
by the Saudi government to improve the teaching and learning environment (Al-Sharqi, Hashim &
Ahmed, 2015; Alkubaisi, 2014; ) in the country for its awareness that contributes to educational
success stories either now or in the future. However, most of these studies were conducted in old
universities in the Kingdom.

It is unfortunate that few studies directly help lecturers to build the human relations skills
necessary and a collegial environment (Vermunt, 1998). It has been clear for some time that student’s
learning depends on a complex of influences from the whole teaching-learning environment
 3

(Entwistle, 1987; Biggs, 1993; Entwistle, 2003). Furthermore, research has offered a clear and
relatively straightforward conceptual framework for thinking about ways of improving teaching and
learning in higher education (Entwistle, McCune & Hounsell, 2002).

Interestingly, the majority of development and growth opportunity for addressing students’
outcome or lecturers focuses on the creation of effective learning environments inside the classroom.
The focus signifies the importance of classroom practices. The classroom practice level is not simply a
list of discrete behaviours that should be ticked off in the educational progress. This was deliberate
because when lecturer enters the classroom or he/she draws on different kinds of knowledge, an array
of strategies and tools that he/she can use for students (Ausrialian Institure for Teaching and School
Leadership Limited, 2014). The classroom practice is said be actively practiced in a communicative
language teaching in most of the universities across the globe. Findings of the study revealed that
lecturers are more concerned with the completion of syllabus but reflective teaching is rarely practiced
(Mathew, 2012). Mathew (2012) further emphasizes on the lack of classroom practices in many
university by saying that “lecturing and explanation are predominant methodologies for classroom
instruction while the scope for interactive instruction is too narrow due to too many constraints”. The
significance of classroom practices should be emphasized in the university for its advantages to
teaching and learning outcomes.

Futher, it is generally believed among the academia that teaching is centered upon innovation
and generation of novel ideologies. The university teacher is a generator of those new ideas that shall
be of use to the community at large (Slovenia 2015). The university teachers are commonly taken as
experts in teaching and research in order to serve the community. So, University as a higher learning
and teaching institution prepare students for a world in which change is given and creativity is a
requirement (Mathew, 2012). The reason is that, the university students are those who are the agents
of positive change in the society at large. Therefore, in order to achieve all these objectives, Slovenia
(2015) suggests that, the teaching in the university must be refined and well structured.

Accordingly, Al-Zahir (2005) opines that, the university teaching needs a highly qualified
lecturer with knowledge, experience, and moral. He further says that, the competence of university
lecturers cannot be measured with knowledge of subject content in their specialization and what
knowledge they possess, conceptions and theories alone, their competence in teaching should also be
measured by their teaching assessment because the university teaching requires staff who has been
effectively trained professionally and knowledge wise. He or she should use modern university
teaching method that reflects in brainstorming and discussion method while teaching the students. The
role of university lecturer is not only to teach the students or answer their questions but also as a
facilitator to the students, encourage them on discussion in the class, and assist them in terms of
research. The importance of university teaching generally is as stressed by Chong-Cheng (1997) that,
the overall goal of university teaching is to promote national unity. He added that teaching and
 4

learning in university has changed to a process of an interactive planned communication between

teacher as a knowledge guider and student as a knowledge developer.

Al-Otaibi (2009) noted that, the significance of teaching in the university is to contribute to
the development of knowledge, skills, and thought of human societies. Chong-Cheng (1997) cited the
Universiti Sains Malaysia (USM) as an example where teaching and learning is to assist the academic
staff to understand more about the teaching –learning procedure that will enable them to improve their
students as an educational outcome with the use of different teaching-learning methods. Specifically
in Saudi, the importance of teaching in University is either on teaching or research and community
services. According to the Saudi Ministry of Higher learning (2000) teaching and learning in Saudi
Universities must be to teach, conduct scientific research, write books, translate, publish and serve the
community (p.15).

The nature of teaching in university is also crucial. Al-‘Iesa (2011) explained that the nature
of teaching in the university is not attractive, particularly, the faculty are not encouraged because of
workload, supervision, the rapid increase in number of learners and less financial motivation. He
further said that, when the Saudi Government recognizes this, it improves the university teachers in
terms of salary except that, the time of work is not decreased, other responsibilities, favoring the
Saudi lecturers on foreign lecturers which results to non satisfaction of the expatriate lecturers, lack of
accountability, and lack of acknowledgement to the hardworking staff.

Although, the importance of teaching in university is emphasized, except that studies

examining lecture’s background, professional competence, teaching environment that will lead to the
desired variables of lecturer’s classroom practices and bring us the improvement of lecturers’
classroom practices are few. Al-‘Iesa (2011) emphasized on the crisis of teaching in Saudi
Universities with little chance, learning and teaching outcome and classroom practices before the King
Abdullah introduces sciences and technology into teaching in Saudi universities.

1.2 Background of Study

In the world today, competence is required to become a professional to certify the employees
as well as to develop them. In the world of education, there is a dire need for qualified and
experienced lecturer who will raise the society to have community of learning and teaching of high
students who can work on the educational challenges (Harrison, 2004). To Epstein and Hundert
(2002) professional competence takes the shape of lecturer’s ability to use judicious communication,
knowledge, skills, reasoning, values to benefit in an increasingly knowledge-driven global economy.
With the rapidly changing environment in the higher institutions, it makes sense to promote
 5

educational environment to give students the confidence to become independent and life-long the
individual learning community he/she serves. This definition signifies the importance of professional
competence to ensure the continuity of a lecturing profession.

Professional competence is a must for lecturers in education. However, its conceptual

meaning of competence varies from country to another and from one higher learning institution to
other across the learning cultures (Edwards, Sánchez-Ruiz & Sánchez-Díaz, 2009).

The governments of each country strive to maintain the standard of education to increase the
competency standards. Trinder (2008) argues that since universities are responsible for educational
development. The university also requires to be having competent lecturers who can raise standard to
meet with the world challenges today. He futher argues that, competence is relevant because it has
been achieved in many countries of the world namely; United Kingodm, USA, Canada and Australia
with a slightly different standard relevant to each country. However, in Arab countries such as Saudi
Arabia, the lecturers’s professional competence has not been realised (Al-‘Iesa, 2011) most of the
professional competence programmes organized have not yield expected outcomes as the performance
of students have not improve as planned by the Ministry of higher education (Al-Ghamdi & Li, 2011).

Higher education is becoming a major dirver of economy learners (Allan & Clarke, 2007). In
creating supporting learning and teaching environment for students there should be the type of skill-
oriented outcomes which students are expected to learn and the kind of learning activities which are
likely to result to the students desired outcomes including who students learn with and where students
best learn. With regards to this aspect, both Peters (2000) and Biggs (2003) posit learning activities
that constitute an effective learning and teaching environment. Both suggest that self-study which
might be guided or self-directed is a key component. Biggs makes a distinction between teaching and
learning environment that is lecturer centered and the one that is student centered while Peters records
the significance of taking part in teaching events at the university. For deeply emphasizing on the
teaching environment, studies show that students’s learning is dependent on a complex of influence
from the whole teaching-learning environment (Entwistle, 1987; 2003; Biggs, 1993), the teaching-
learning environment is also recognized as a powerful learning environment designed to strongly
impact on learning outcomes (De Corte, Verschaffel, Entwistle, & van Merrienboer, 2003). In
addition to the quality of the lecture per se, quality teaching requires attention to be given to the
teaching learning environment” (Ellet, Loup, Culross, McMullen & Rugutt, 1997) of students. Indeed,
learning is enhanced for students in higher education settings that address students’ personal learning
environment needs (Hénard & Roseveare, 2012).

The importance of teaching-learning environment is also felt in Saudi Arabia where the
Saudi Ministry of Higher Education (2000) focuses that teaching and learning in Saudi Universities be
to tought, conducting scientific research, writing books, translating, publishing and serving the
 6

community (p.15). The problem is more pronounced among newly established universities in the
country. Especially, Alghamdi, Wagih, Alzahrani, and Attia, (2015) reveals that Albaha University,
being an emerging modern institution founded by the royal decree No 9682/mb dated September 9th,
2005 with a mission to provide distinguished and comprehensive higher education, research,
community service and lifelong learning environment through the utilisation of the available resources
to ensure the best results, is not exempted from this problem. Also, Al-Kabbaa, Ahmad, Saeed,
Abdalla and Mustafa (2012) in their study carried out on Saudi Arabia medical students at Taibah
University found that a motivating learning environment fosters deep self-directed learning in
students.

Classroom teaching practice is meant by focusing on student’s learning. This typical learning
approach takes place in a class where students have independent in learning and lecturer becomes a
facilitator for the students’ learning. According to Saxena (2013) classroom teaching practice can be
practically effective when lecturer shifts teaching to students. That is to say, the focus is on students as
a teaching outcome not on lecturer. Hénard and Roseveare (2012) found that in higher education
quality teaching becomes more glaring when teaching is focused on student’s learning outcomes.
They further stressed that the education offered in the university must ensure that it meets the
expectations of students and the requirement of today and the future. Henard and Leprince-Ringuet
(2008) report that good classroom teaching practice is necessarily student-centered, its aim is most
and for all student’s learning.

Classroom teaching practice is a collaborative learning in which students interact with their
peers and lecturers in a fundamental part of learning (Bernad, Rubalcave & St. Pierre, 2000). This
type of learning is social interaction amongst individual learners that comprises a range of
performance such as communication, coordination, problem solving, negotiation and information
sharing (Roberts, 2004). Classroom teaching practice that is collaborative is considered to be an
effective method to enhance student’s learning and academic achievement compared to conventional
instructional methods (Amey, 2010; Bennet, 2004; Turner, 2011).

Unfortunately in Saudi Arabia, the classroom teaching practice is almost based on directed
teaching. Al-Ismaiel (2013) found that the classroom teaching practice as a learning strategy and it is
rarely used in Saudi higher education. This phenomenon reflects the Saudi culture where the
relationship between lecturers and students remains a formal relationship (Al-Keaid, 2004). This
phenomenon prevails with the intention that students must rely on their lecturers for their learning
(Hofstede, 1980; 2001) with little emphasis on student’s personal skills (Hall, 1966; 1976).

Many studies have demonstrated various factors that determine lecturers’ classroom
practices. Some of the factors identified determining lecturers’ classroom practices are lecturers’
background, staff professional competence and teaching environment. Lecturer’s background is one of
 7

the most important determining factors of classroom teaching practice in the literature. Its importance
lies in the fact that, it explains the lecturer’s knowledge content, experience, their relation with the
faculty members and the position held. In the same sense, there is no agreed definition on professional
competence (Epstein & Hundert, 2002) most importantly is that professional competence is a set of
techniques, skills, abilities and knowledge displayed. In this context, professional competence is
measured by teaching, technology, human, evaluation, and culture as suggested in the review of
related works. Interestingly, work environment is a work place and work condition. The work
environment is an essential factor which impacts on classroom environment in any educational realm.
The existing literature delineates teaching load, teaching aids (Ijaiya, 1999; Umbach & Wawrzynski,
2005) and Out-of-field teaching (Ingersoll, 2003) as determinants of workplace.

Furthermore, lecturer’s background includes teaching experience found to significantly

related to the classroom management (Luo, Bellows, & Grady, 2000), lecturer’s position held (Driver
& Campbell, 2013), number of courses attended (Lembke (2006) which are reported to impart new
learning into classroom. Additionally, professional competence and its ramifications namely, human
(Schnonert-Reichl & Lawlor, 2010), technology (Cator, Schneider, & Ark 2014), teaching (Cabrera,
Colbeck, & Terenzini, 2001), evaluation competence (Wong & Moni, 2014), and cultural competence
(Johnson, 2010) are found as the main influences of the perceived quality of modules in the
classroom. Volume of studies suggests that, size of class (Dibbon, 2004), control of teaching (Rasul,
Bukhsh & Batool, 2011), students’ characteristics (Postareff & Lindblom-Yla¨nne, 2008), support
from faculty (Umbach & Wawrzynski, (2005), workload (Galton & MacBeath, 2002), and teaching
out-of-field (Ingersoll, 2003) are teaching environment factors that bring changes to classroom
environment positively or negatively. The significance of lecturer’s background, their professional
competence and workplace has been identified in many empirical studies to have an effect on the
change of classroom practices. For instance, Inegethan (2008) who stresses the use of information
technology among university lecturers found a correlation between high academic achievement and
the use of computer than the use of tradition method.

Teaching environment is also one of the determinant of classroom teaching practices. Allan
and Clarke (2007) suggest that in higher institutions, educational environment gives students the
confidence to become independent and life-long leaners. Studies affirm that students’s learning is
dependent on a complex of influence from the whole teaching-learning environment (Entwistle, 1987;
2003; Biggs, 1993). Also, study by De Corte, Verschaffel, Entwistle, and van Merrienboer, (2003)
found that teaching-learning environment is recognized as a powerful learning environment designed
to impact strongly on learning outcomes. Ellet, Loup, Culross, McMullen and Rugutt (1997) assert
that quality teaching requires that attention be given to students’ teaching-learning environment.
Additionally, Hénard and Roseveare (2012) found that learning in higher education enhances
students’ personal learning environment needs (Hénard & Roseveare, 2012).
 8

The Saudi Ministry of Civil Service established in 1997 has two ways in appointing
Universities lecturers. The first way is to identify students who performed extremely well in
undergraduate level. These kinds of students are sponsored to obtain PhDs and upon their graduation,
they would be given an opportunity to lecture in the Universities which they keep their performance
tracking record. The standard yard stick to teach in the Saudi Universities is to obtain very good or
distinction in certificate and excel in knowledge. The second way is to appoint someone as a lecturers
provided the appointee has good character and obtains his/her certificate from any highly reputable
universities recognized by the Ministry of Higher Education.

In Saudi Arabia, enhancing research productivity in higher education is a key pillar of

Saudi’s National Development Plan for achieving the social and economic aspirations of the
Kingdom. In order to achieve these aspirations, the Ministry of Higher Education has allocated
resources to support research productivity by establishing scientific research centres and technology
for the Saudi faculty members and their scholars.

The Ministry of Higher Education in Saudi oversees all the educational levels for both males
and females (Al-Rawaf & Simmons, 1991). This Ministry is also superintends the establishment of
Universities in the country namely, the King Saud University in 1957, the Islamic University of
Madinah in 1961, the King Fahd University for Petroleum and Minerals in 1963, the King Abdul-Aziz
University in 1967, the Um Al-Qura University in 1967, the Imam Muhammad Bin Saud Islamic
University in 1974, and the King Faisal University in 1975. The purposes of this establishment were
exclusively to offer special programs in accordance with the country’s needs, create, administer
universities and colleges in the Kingdom, to raise the level of communication and coordination
between institutions of higher learning, to coordinate with other governmental ministries and agencies
in terms of their interests and needs in higher education, to represent the government abroad in all
educational and cultural affairs, through various cultural and educational offices distributed over 32
countries (Saudi Arabian Cultural Mission to Washington DC, 2011).

The Ministry of Higher Education is a centralized authority responsible for directing

university education in accordance with the adopted policy, supervising the development of university
education in all sectors, coordinating among universities especially in the field of scientific
departments and degrees, encouraging research, and formulating rules and regulations for compliance
by all institutions of higher learning (SACM, 2011).

Despite this effort, Alebaikan and Troudi (2010) notified that, the capacity of universities and
a college in Saudi is limited compared with the rapid growth of students applying. As-Subai’ee (2009)
found that, faculty are not competent in using computer and internet for teaching. The Literature
shows that, the Saudi Ministry of Higher Education did not focus on the lecturers’ background, their
professional competence, and teaching environment to enhance the classroom practices. For example,
 9

Ahmed and Hijjah (2012) discovered that, the faculty members lack three things namely; human
competence, evaluation competence and teaching competence. Al-Hakami (2004) found that, students
complained that their lecturers lack lecture preparation and content knowledge. Al-Shahrani (2013)
found the lack of teaching aids in the lecture rooms makes the students bored. Al-Abdul Gafur (2002)
found that the problems in the Saudi universities are in teaching aids in the lecture rooms, the number
of students, and staff low teaching competence. Al-Jabiri (2009) suggested that, scientific studies
investigating the academic success and absenteeism among Saudi students are few. Laal (2004)
recommended the lecturers to use multimedia in teaching at the Umm Al-Qura University. Al-‘Iesa
(2011) observed that, in spite of achievements recorded by the Ministry of Higher Education in Saudi
Arabia, the issue of Universities independency, identity development in their mission and vision and
objective remain something that has not been researched about. There are also challenges in
university classroom teaching. Some of these challenges are related to the method used in teaching
and teaching hours. Bagazi found that the students’ dropout from Saudi universities is as a result of
teaching method and curriculum itself. An-Nuh (2006) stressed that, one of the problems facing the
Saudi universities is reflected in the increase of teachers’ workload.

Based on this notion, this study proposes to determine the causal relationship between
lecturers’ background in Saudi Arabia, their professional competence, work environment and
lecturers’ classroom practices in accordance with the theories proposed and the existing literature.

1.3 Statement of Research Problem

The conduct of classroom activities by the teachers, lecturers, and other academic staff has
been a subject of discussion over the years among the practitioner and academia. The significant of
the good practices in the management of classroom include better time management by the staff and
sound performance of students which is the ultimate objective of any institution of learning (Duarte
2013). However, in the Universities environment, the concept of classroom teaching practices is easily
overlook as it is generally believed that the academic staff at that level of career might have acquired
some of professional competence and that the teaching environment is judged to be conducive.
Meanwhile, the recent development has so that some of the universities lecturers lack adequate
competences in managing the classrooms (Lucky and Yusoff, 2013) but the question that has not be
adequately addressed is the factor that determine the classroom teaching practices among the
academic staff. Though, there are few studies that document some factors, none is known about Al-
Baha university of Saudi Arabia. Being a new university, with ultimate aim of enhancing the quality
of graduates in the country, there a need to consider the classroom teaching practice among the
academic staff.
 10

This become imperative as the earlier studies about the university have documented low
performance of the students (Alghamdi, et al., 2015; Abulatefah 2014; Abulatefah 2012; Al-ghamdi
2012) which has given the management of the school serious concern over years. For instance, these
authors find that the students dislike the traditional methods of teaching being currently practice by
most of the academic staff. Hence, this has called for the assessment of the professional competence
among the lecturers. Also, Abulatefah (2014) reveals that 68% of the academic agreed that the
teaching environment in the university is below the standard, thus affect their classroom teaching
practices. The author argued further that the condition of environment in the university is not
conducive due to the fact that most of the faculties are still being operated from rented building since
the permanent site of the university is still under construction. To address this problem, the current
study considers the possible impact of professional competence and teaching environment on the
classroom teaching practices among academic staff at Al-Baha University. In addition, since the
lecturers in the university are of different backgrounds, the study consider the possible impact of their
background on the classroom teaching practices.

Based on prior studies (e.g., Ahmed and Hijjah 2012; Salamah 2005; Al-Yawar 2009;
Johnson 2010) the present study examines the possible competencies factors, environment conditions
and background of the academic staff that could improve their classroom’ teaching practices. For
instance, Ahmed and Hijjah (2012) recommended increase staff in terms of human competence as one
of the professional competencies. Salamah (2005) find that technology competence among the
academic staff has positive correlation with the classroom teaching and learning effectiveness. Al-
Yawar (2009) asserted that one of the obstacles hindering the learning and teaching in the open Arabic
University in Jeddah is that the academic is not able to evaluate students’ performance adequately.
Hence, suggest a proper evaluation competence among the academic staff. Johnson (2010) found out
that culturally competent leaders in college campuses are necessary.

Further, following the model of Prosser and Trigwell (1997), the present study considers
teaching environment variables in higher education such as, size of class, control of teaching,
students’ characteristics, support from faculty and workload. Meanwhile, based on argument of
Ingersoll (2003), teaching out-of-field was included in the model as it is regarded as a general
phenomenon. He explained that out-of-field teaching is a new problem confronting education
worldwide. It means a teacher who is not qualified for a certain course teaching the course.

Besides, studies have suggested some lecturers’ background that could affect classroom
teaching practices (e.g., Mgheer, Al-Sultani and Abbas 2015; AlShurman and Ja’aferah 2014;
AsSrayrah 2011; Musa and Alotaibi 2011; Abu Samhadanh 2010; Dunkin, 1991). For instance,
lecturers’ teaching experience is consider as one of the fundamental factor of background that
influences classroom teaching practices among the academic staff of universities (AlShurman and
Ja’aferah 2014; Tame 2008; Dunkin 1991). Another possible element of lecturers’ background
 11

suggested in prior studies is academic positions, such as Professor, Associate professor, Assistance
Professor and Lecturer (e.g., Mgheer, Al-Sultani And Abbas 2015; Abu Samhadanh 2010; AsSrayrah
(2011). Also, Musa and Alotaibi (2011) reveal that course work and workshop attended is one of
major factors that could shape the manner academic staff manage the classroom. Meanwhile, another
background factor that could influence the classroom teaching practices, especially at Al-Baha
University is the nationality of the academic staff. Currently the university has academic staff from
various part of the world. Their approach to managing classroom could be greatly influenced by this
concept.

Though, efforts have been put in place to manage this problem in the country but the
approach has not being the yielding positive results as Al-Ghamdi and Li (2011) found that most of
the professional competence programmes organized do not aim specifically at teachers and university
lecturers. Classroom teaching practice in Saudi Arabia is believed to be challenging (Shah, Hussain &
Nasseef, 2013) in general and specifically at Al-Baha University (Alghamdi, et al., 2016; Abulatefah
2014). We cannot fold our hands and looking without doing research to solve the problems identified
in the Higher Education because the country development rests on the quality education.

Therefore, there is a need to study on the variables that related to improve teaching practices
at Al-Baha University. Thus, the objectives of this study are to determine the level of lecturers’
professional competence, their level of teaching environment and the lecturers’ classroom teaching
practices level, their use of teaching methods, their responses to students’ queries, control of students’
behaviour, and teaching reflection and to determine the relationship between lecturers’ teaching
environment, their professional competence and their classroom practices.

Specifically, the current study considered Al-Baha, one of the newest government owned
universities in the country. The university is not immured from the challenges of universities’ in the
country and issue of professional competence in the university has been identified by earlier study
(Alghamdi, et al., 2015; Abulatefah 2014).

1.4 Research Objectives

The major objectives of the present study are as follows:

i. To determine the level of lecturers’ professional competence regarding

teaching competence, human competence, technology competence,
evaluation competence, and cultural competence.
 12

ii. To determine the level of lecturers’ teaching environment regarding size

of class, control of teaching, students’ characteristics, support from
faculty, workload, and teaching out-of-field.
iii. To determine the level of lecturers’ classroom teaching practices
regarding the use of teaching methods, response to students’ queries,
control students’ behavior, and teaching reflection.
iv. To determine the relationship between professional competence and
lecturers’ classroom teaching practices.
v. To determine the relationship between lecturers’ teaching environment
and their classroom teaching practices.
vi. To determine the relationship between lecturers’ professional
competence, lecturers’ teaching environment and lecturers’ classroom
teaching practices.
vii. To determine the differences in lecturers’ professional competence based
on their background (teaching experience, position held, and number of
attendance in teaching & learning related courses/workshop).
viii. To determine the differences in lecturers’ classroom teaching practices
based on their background (teaching experience, position held, and
number of attendance in teaching & learning related courses/workshop).
ix. To determine the contribution of lecturers’ background, professional
competence and teaching environment towards lecturers’ classroom
teaching practice.
x. To develop a framework for improved lecturers’ classroom practices.

1.5 Research Questions

This research is particularly designed to answer the following questions:

i. What are the lecturers’ professional competence level regarding teaching

competence, human competence, technology competence, evaluation
competence, and cultural competence?
 13

ii. What are the lecturers’ teaching environment level regarding size of class,
control of teaching, students’ characteristics, support from faculty,
workload, and teaching out-of-field?
iii. What are the lecturers’ classroom teaching practices level regarding the use
of teaching methods, response to students’ queries, control students’
behavior, and teaching reflection?
iv. What is the relationship between professional competence and lecturers’
classroom teaching practices?
v. What is the relationship between lecturers’ teaching environment and their
classroom teaching practices?
vi. What is the relationship between lecturers’ professional competence,
lecturers’ teaching environment, and lecturers’ classroom teaching
practices?
vii. Are there any differences in lecturers’ professional competence based on
their background (teaching experience, position held, and number of
attendance in teaching & learning related courses/workshop)?
viii. Are there any differences in lecturers’ classroom teaching practices based on
their background (teaching experience, position held, and number of
attendance in teaching & learning related courses/workshop)?
ix. Are there any contribution of lecturers’ background, professional competence
and teaching environment towards lecturers’ classroom teaching practice?
x. What is the framework for improving lecturers’ classroom teaching practices?

1.6 Research Hypotheses

To answer research questions (iv), (v), (vi), (vii), (viii) and (ix), the following null
hypotheses are formulated.

Hypothesis (1) answers research question no (iv):

H01: There is no significant relationship between lecturers’ professional competence and

their classroom teaching practices.
 14

Hypothesis (2) answers research question no (v):

H02: There is no significant relationship between lecturers’ teaching environment and their
classroom teaching practices.

Hypothesis (3) answers research question no (vi):

H03: There is no significant relationship between lecturers’ professional competence,

lecturers’ teaching environment, and lecturers’ classroom teaching practices.

Hypothesis (4) answers research question no (vii):

H04.1: There is no significant difference in lecturers’ professional competence based on their

teaching experience.

H04.2: There is no significant difference in lecturers’ professional competence based on their

position held.

H04.3: There is no significant difference in lecturers’ professional competence based on the

number of teaching and learning related courses or workshop they attended.

Hypothesis (5) answers research question no(viii):

H05.1: There is no significant difference in lecturers’ classroom teaching practices based on

their teaching experience.

H05.2: There is no significant difference in lecturers’ classroom teaching practices based on

their position held.

H05.3: There is no significant difference in lecturers’ classroom teaching practices based on

the number of teaching and learning related courses or workshop they attended.

Hypothesis (6) answers research question no (ix):

 15

H06: Lecturers’ background, professional competence, and teaching environment do not

contribute to their classroom teaching practices.

1.7 Significance of Study

The present study will benefit the management and govering body of the Al Baha University
by understanding the level of professional competence among the the academic lecturers. This would
help in formulating appropriate policies and procudures concerning the training about teaching
methods and provision of condusive teaching environment in the university. The study is important to
the authority of Al Baha University in order to professionally enhance the staff and their classroom
teaching practices. The study will benefit in promoting staff who use an effective classroom teaching
practice to motivate others. This study will also improve the students’ learning outcome, particularly
those who face problems of teaching and learning, while improving teaching practices for the faculty
members in Saudi universities. The study shall be of benefit to the educational policy makers in the
High Ministry of Education in Kingdom of Saudi Arabia.

1.8 Contribution to the Body of Knowledge

The study will contribute to the use of theories into practice for empirically testing the theory
of professional competence by Grant, Elbow, Ewens, Gamson, Kholi, Neumann, Olesen and Riesman
(1979), theory of teaching environment by Lewin’s Field theory (1942), and theory of classroom
teaching practice by Piaget all of which reported to have an impact on classroom such as in Al Baha
University. The study proposes a practical framework from the theories that will be useful for
educators. The study is assumed to contribute to the existing body of previous research works which
have been conducted in effective teaching method. The study will particularly contribute to the corpus
of studies that have been carried out in Al Baha University. Besides, it will also add an insight in
teaching to the newly established universities in Saudi Arabia such as Al Baha University as well as
old established Universities in Saudi Arabia. Furthermore will also develop a framework for
improving lecturers’ classroom practices in Saudi universities.

1.9 Limitation of Study

This thesis is bounded to be completed within the time frame of 2015 -2016, and it will be
carried out in Al Baha University in the Kingdom of Saudi Arabia. The sample to be involved in this
 16

study will be lecturers from different faculties. This study proposes to use the theory of Grant, Elbow,
Ewens, Gamson, Kholi, Neumann, Olesen and Riesman (1979), theory of Field (1942), and theory of
Piaget in classroom practices.

1.10 Theoretical Framework

The current study is based on theory of professional competence by Grant, Elbow, Ewens,
Gamson, Kholi, Neumann, Olesen and Riesman (1979), theory of teaching environment by Lewin’s
Field theory (1942), and theory of classroom teaching practice by Piaget as the empirical studies
found the causal relationship of professional competence, teaching environment and lecturers’
classroom teaching practices.

Professional
Competence
Improved
Lecturers’ Classroom Lecturers’
Teaching practices Teaching
Practice

Teaching
environment

Figure 1.1 Theoretical framework of the study

1.10.1 Theory of Professional Competence

The theory of professional competence is first introduced into higher education by Grant,
Elbow, Ewens, Gamson, Kholi, Neumann, Olesen and Riesman (1979) in the United States. Grant et
al., develop their theory called competence-based education (Grant, Elbow, Ewens, Gamson, Kohli,
Neumann, Olesen, & Riesman, 1979). The theory is focusing on the lecturers’s direction on
competence-based education with the competency movement in the USA that was spreading around at
that time. Grant et al., (1970) argues that certain competency-based lecturer’s education have to be
fulfilled in order to make students come out successfully in their test that is used to measure learning
outcome. They further stress on the competence-based programs which were not received well by
 17

students at various institutions of higher learning worldwide. The theory of Grant et al., aims to
describing competence-based projects at undergraduate college level in various liberal arts and non-
teaching professions. Competence-based education tends to be a form of education that focuses on an
analysis of a prospective or actual role in modern society to certify student’s progress (Mulder, 2014).
In the same vein, literature review showed that competency theory comes from the US, although there
are also various authors in Europe who have contributed to the development and dissemination of this
concept, such as in the UK (around the New Vocational Qualification and Accreditation of Prior
Learning), France (around the ‘bilan the competence’) and Germany (around the notion of
‘Kompetenz’) (Mulder, Gulikers, Wesselink & Biemans, 2008). Literature asserts that teachers’
professional competence has a significant relationship with the environmental education curriculum
implementation (Carril, Sanmamed & Sellés, 2013). According to Astuty (2015) professional
competence is the lecturer’s abilty to master learning materials in broad and deep manner, this
includes mastery of materials, curriculum as well as mastery of the structure and methodology. Thus,
the theory of competence is used as proposed in this study to uncover the lecturers’ professional
competence at Al-Baha university in the Kingdom of Saudi Arabia.

1.10.2 Lewin’s Field Theory of Teaching Environment

Lewin’s theory links teachers’ commitments to teaching environmental education (EE) to

significant life experiences as well as to beliefs and attitudes about EE. Field Lewin’ theory (Lewin,
1942) formed the foundation for the model-building process. The underlying premise of field theory is
that two constructs namely; the person and the person’s environment operate together in an integral
way within the immediate “field of time,”. The theory simply states that at any given time, a behavior
(B) is a function of the person (P) and the environment (E). According to Lewin, behavior (B) refers
to any change in life space or “the environmental and psychological factors of the current situation
surrounding the behavior” (p. 218) (Shuman & Ham, 2010). Lewin clearly states that the ‘total field
includes time perspective at a given time’ (1992a, p. 207). Lewin further argues in his theory, the
pattern of interaction between individual and the environment regarding the place, time and the
individual. He proposed that human behaviour is a function of both person and the environment in
which the behaviour takes place with the inclusion of social settings. Lewin postulated that needs
organie perception of the field and acting within that field. This can be understood as dynamic
interrelation of elements in the field itself. He said learning is essential to coping with the opposing
force field, and having side that he also believed that a comprehensive observation of human
behaviour and learning must be in environment in which the learning takes place with the
psychological environment of the learner whom he/she interacts with (Sahakian, 1976).

From the perspective of field’s theory, teaching EE is a behavior that is a function of both the
lecturer and the educational environment. Lewin postulates that behavior is any change in the
 18

environmental and psychological factors caused by the action of the person. For the purpose of this
study, environmental factors are considered to mean size of class, control of teaching and other factors
as included in the research conceptual framework.

1.10.3 Theory of Classroom Teaching Practice

Classroom teaching practice is a student-centered. Constructivism is a major referent theory

in university classroom teaching. Constructivism is a that students construct their own understanding
and knowledge of the world through learning. Gresen (2004) argues that learning becomes active,
knowledge is constructed from and shaped by student’s experience. Student-centered approach rooted
in constructivist approach is a typical learning approach where knowledge and context are connected
determined by students experiential in nature (Hannafin, Hill & Land, 1997, p. 94). This approach
emphasizes that students are active and able to build new paradigm of knowledge upon their prior
knowledge (Brooks & Brooks, 1999; Duffy & Jonassen, 1992; von Glasersfeld, 1995).
According to Barr and Tagg (1995) student centered learning approach is challenging,
cooperative and collaborative. Lea, Stephenson, and Troy (2003) argue that this
approach is reliance on active rather than positive learning. In constructivist learning
approach, Glasgow (1997) adds that students are expected to gradually take more
responsibility for their own learning.

The term constructivism is mostly derived from Piaget’s reference to his views as
constructivist (Applefield, Huber & Moallem, 2001). This term also includes the discovery of
learning, generative learning, situated learning, and authentic instruction (Applefield, Huber &
Moallem, 2001).

The theory of constructivism emphasizes on providing opportunities for students to construct

their own judgments and interpretations of the knowledge or situations they come across based on
their prior knowledge and experience. Hussain (2012) argued that constructivism is based on active
involvement or participation of students in teaching learning process. It aims at developing students’
skills by offering them activities and projects in their relevant disciplines and contexts.
 19

1.11 Conceptual Framework

This framework is developed from the theories mentioned above other existing empirical
studies as shown below in the full fledged conceptual framework.

Lecturers’ background
 Teaching experience
 Position
 No of attendance in teaching &
learning related courses/workshop
Lecturers’ classroom
teaching practices

 Use of teaching Framework for

Professional Competence methods improving
 Teaching competence  Response to lecturers’
 Human competence students’ queries classroom
 Technology competence  Control students teaching
 Evaluation competence behavior practices
 Cultural competence  Teaching
Reflection

Teaching environment

 size of Classroom
 control of teaching
 students’ characteristics
 support from faculty
 Workload
 Teaching out-of-field

Figure 1.2 A conceptual framework of the study

Figure 1.2 of the research conceptual framework explains the causal relationship among the
independent variables namely, lecturers’ background variables (teaching experience, position, and
number of attendance in teaching and learning related courses and workshop, professional competence
variables (teaching competence, human competence, technology competence, evaluation competence,
and cultural competence) and teaching environment variables (size of classroom, control of teaching,
students’ characteristics, support from faculty, workload, and out-of-field teaching) with the first
 20

dependent variables namely; lecturers’ classroom teaching practice variables (use of teaching
methods, response to students’ queries, control students’ behavior and teaching reflection) and the
second dependent variable namely framework for improving lecturers’ classroom teaching practices.

1.12 Operational Definition

The title of this thesis is “Lecturers’ Professional Competence and Teaching Environment as
Determinants of Classroom Teaching Practices in Some of Saudi Universities.” In order to explain
clearly the meaning of the title and also to avoid misunderstanding in defining the title, the researcher
provides the definition of terms as follows:

1.12.1 Lecturers’ Background

Lecturer’s background is the amount of knowledge and skills that the lecturer has to own
(Isambert, 2010). In this study, this variable is operationalized as lecturer’s teaching experience,
position held means professor, associate professor, assistant professor, lecturer and assistant lecturer,
number of courses or workshop attended in teaching methods and technology in line with earlier
studies (e.g., Musa and Alotaibi, 2011; Tame, 2008 and Abu Samhadanh, 2010). Professor is highest
rank in the academic carde in the university. They are mostly involve in both academic and
administrative activities in the university. Associate professors are academic staff with at least four
years post PhD degree. The waiting period on this position is four academic years. The promotion is
subjet to adequate performance and publications. The promotion is subjet to external assessment.
Assistant professor are fresh PhD graduate. The waiting period in this position is four year and the
promotion is subject to performance and the adequate publication of empirical research findings.
Lecturer are academic staff with master dregree. The during of the position depend on the completion
of the PhD before they can become Assistant Professor Assistant lecturers are academic staff with the
first degree qualification. They are mostly not regarded as full staff until they acquire master degree.
The nationality has used in the study comprises of Saudis and Non-Saudis.

1.12.2 Professional Competence

According to Mizell (2010), professional competence is defined as the strategy used by the
educational authorities to strengthen the lecturers to ensure that they continue their practices
throughout their career. In this study, professional competence is perceived as lecturer’s ability and
 21

skills to deliver their own knowledge content in the classroom students-centered. In the present study,
this variable is measured by teaching competence, human competence, technology competence,
evaluation competence, and cultural competence. Firstly, teaching competence means lecturer’s
competence which focuses on students’ learning. Human competence is meant by being accountable
to Allah and responsible, while quality of friendly teacher who encourages an open discussion with
student and offers a constructive criticism. Technology competence refers to lecturer’s ability to use
computer and smart board in teaching. Evaluation competence refers to lecturers’ assessment of
examination preparation, students’ assignment, classroom participation, correction and feedback.
Cultural competence refers to a lecturer who is multiculturally educated, a person who understands
different students’ cultures in learning. These definitions were based on the previous studies such as
Ahmed and Hijjah (2012); Al-Ghazywat (2005) and Essa and AnNaqa (2006).

1.12.3 Teaching Environment

Teaching environment is an inherently social act in which teacher is responsible for the
teaching and perceived as a purveyor of the knowledge and student as a recipient (Gaff & Wilson,
1971). Teaching environment is a condition that surrounds the work place. Following the prior studies
such as Breket et al., (2010), Al Khateeb (2004), this construct is measured by size of a class, control
of teaching, students’ characteristics, support from the faculty, workload, and teaching out-of-field.
The size of a classroom can be defined as an appropriate number of students with the classroom size.
Meanwhile, the control of teaching can be defined as the teacher focusing on amount of teaching aids
to use in the classroom. The use of various teaching materials that is meant here as smart board and
computer. Beside, the students’ characteristics are something to be focused on learners’ variation in
gender, as well as students’ background of study. A support from the faculty is balancing between
teaching, research, motivation, and teamwork with other academic staff. The workload is meant by the
time the lecturers used for teaching. Out-of-field teaching is meant by subject taught by a lecturer who
is not specialized in teaching that subject.

1.12.4 Classroom Teaching Practices

Classroom teaching practice is what teachers should know and do (Australian Institute for
teaching and school leadership, 2014). Classroom teaching practice is also the flow of learning and
teaching in the class that should be a student-centered. In this study, this variable with the use of
teaching methods, lecturers’ ability to respond to students’ query, their ability to control students’
behavior, and teaching reflection. Teaching method refers to brainstorming and problem solving
method, whereas lecturer’s ability to respond to students’ query refers to lecturer’s ability to
 22

answering student’s question positively and student-teacher participation in finding appropriate

answer to the question. Lecturers’ ability to control students’ behavior refers to the lecturers’ ability to
control students’ late coming to the class and control their noises. Reflection is meant by teacher
reflects upon what he or she teaches in the students’ centered classroom before and after. The
measurement was adapted from earlier studies (e.g., Musa and Alotaibi, 2011; Al Alwani, 2009).

1.13 Summary

This chapter discusses about the background as an entry to the study. In the study
background, the definitions of the variables of topic of interest and their importance were discussed.
The chapter also presents the problem statement which calls for the present research. The objectives of
study were highlighted as proposed. The questions that will answer the objectives were posed which
are in line with the formulated hypotheses. The chapter also discusses about the contribution of the
present study to the existing body of knowledge in the related area as well as relevance of study. The
theories underpinning the present study were discussed and the conceptual framework. The scope and
limitation of the study which the researcher will cover were presented in details. The variables of the
study were operationally defined based on the researcher’s understanding of the issue. In conclusion,
the summary of chapter one was written to give the reader a picture of the overall chapter.
 23

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

Numerous studies have proven the causal relationship between lecturer’s background and
professional competence (Grant et el., 1979), teaching environment (Lewin, 1942), and classroom
teaching practice based on constructivism by Jean Piaget (1896–1980). According to this perspective,
the researcher reviews the existing literature from previous studies that relate to the trio constructs
abovementioned on the outcome variable “classroom practice”. This chapter presents a brief overview
on relationship which was found existed in the past and present research works related to this study.
The chapter discusses about indicators of each variable as delineated in the research conceptual
framework and theorerical underpinning of the study.

2.2 Higher Education in Saudi Arabia

According to Al-‘Iesa (2011) that the historical sources that the beginning of the higher
education in Saudi Arabia was in 1934 when the King Abdul Aziz order the establishment of school
for preparation of the scholarship for the students who will be sent abroad for studying. Specially for
those who are going to study in Egyptian universities to become skilled in professional knowledge.
After fifteen years, the first college was established in Mecca as a faculty of Shariah in 1949. This
faculty was the first product for the higher education after the secondary level in Saudi. This faculty
contains various departments like educational psychology, Arabic language, Shariah based sciences,
and law. After four years of its establishment, faculty of Shariah was established in Riyadh. The
supervision of these two faculties is under the Ministry of Education. In 1972, the senate of the
universities was established, and after two years, the order was made by the King for the
establishment of the Ministry of Higher Education. This Ministry supervises the first six universities
in those days namely; King Saud university 1956, Islamic University in Medina 1960, King Abdul
Aziz university 1966, Imam Muhammad Ibn Saud university 1973, King Fahad university 1962, King
 24

Faisal university 1974, and after that, Umm al-Qura university 1980 started in Mecca after the
establishment of these six universities, there was a stagnation likely twenty centuries, then, King
Khalid university was established in 1998. There was a great crisis that Saudi universities went
through in this period. This crisis is in terms of increase in population and decrease in universities.
The chance for enrolment in the universities was so narrow specifically in disciplines like medicine
and sciences. The chance for scholarship was also small. However, in the beginning of twenty first
century, there was an expansion in higher education in Saudi Arabia. Part of this expansion includes
the establishment of more than new sixteen universities in various provinces of the country. Then, the
King Abdul Aziz scholarship, the students benefitted from these programs until 2010 more than one
hundred and fifty thousand students in more than thirty countries in various scientific and technology
disciplines. Also, the private universities were established.

2.3 Teaching in Higher Education

Teaching in higher education requires competencies and experiences with which the teaching
be markedly to have positive outcomes in students. Good teachers are those who have lots of teaching
competencies (Biggs & Tang, 2007). Universities need to provide teaching of a quality that will foster
students would receive their degrees in their home countries will be better off than those who study
outside the country. Universities are also required to making special provision for students in
providing a supportive extracurricular environment and services. The requirements of university
teacher are in three things namely, community services, research and teaching. Hence, in the present
study, the focus is only on teaching practices. Teaching or learning in university is not simple. It needs
effort, patience and open-mindedness to new ideas, learning styles and teaching approaches.

According to Biggs and Tangs (2007), the rigor in university teaching and learning has been
reported to increase. A greater proportion of school leavers is found to be in higher education reaching
40% in the recent time and 60% in the nearest future. They added that many first class universities
work to achieve an increasingly teaching-friendly environment. They also, good teaching or learning
can be inborn, however, the teaching standard and teaching quality must be of optimal focus in the
university. Most of teachers know what teaching is when they are doing it, even if they are explicitly
aware that teaching affects the kind of learning environment they create in their classrooms. Biggs and
Tangs reveal three common levels of teaching at university as focusing on what student is, focusing
on what teacher does and focusing on what student does.

In the first level, teaching is viewed as a transmission of information usually by lecturing so

variations in learning are due to variations between students in ability, motivation, and the learning
 25

environment they found themselves in. Cole (1990) argued that, level one is founded on a quantitative
way of thinking about learning and teaching.

In the second level, it is a teacher’s focus where teaching is based on transmission of

concepts and understanding by the teacher. This level is still not producing a deep teaching level. The
next stage is to base learning that students construct the meaning of learning by themselves. This
typical approach of teaching and learning is categorised under deep teaching and learning approach. It
is the way that is most of times considered as deep teaching and learning method.

2.4 Models of Teaching in Higher Education

This section discusses some of the models being used in teaching in higher education. This
provides the basic for the development of the model used in present study. These model are presented
and explained systematically as follow.

2.4.1 Bigg’s 3p Model of Teaching

John Biggs (2003) is based on combination of student and teacher factor brings about a
successful learning outcome. However, the teacher and student’s engagement in learning will bring
about different results since, teachers and students are not from the same continuum.

Biggs’s (1996) 3P model was developed to showcase the relationships between lecturers and
students from the purview that both have the teaching and learning process. The 3Ps are the
embodiments of teaching and learning stages namely; Presage stage, Process stage, and Product stage.
According to John Biggs, the presage stage refers to individual and institutional states of being. This
stage is also referred to as the educative process. At the Process stage, Biggs (1996) expressed
that this stage referred to the approach students use to learn through the assistance of teacher’s
interaction, the students’ motives and predispositions and their decisions for an immediate action.
Similarly, the process stage is a link to the product stage for describing student a high or low cognitive
level outcome. The product stage is the outcome of learning and teaching. In this stage, the teaching
can be identified as effectual or ineffectual and the learning can be ascribed as active or passive.

Presage level in the Biggs’s model sets the learning environment characteristics prior to the
learning engagement. The level expresses the approaches that students have to adopt towards their
learning. These learning focused activities may involve surface or deep learning to achieve strategies
 26

approaches. The product level identifies the strategies for the students to engage in their learning
acquisition processes. The students’ learning outcomes may be the quantifiable measures of an
academic achievement or the qualitative measures of how well material is learned or experienced, and
may result in a net grade or set of attributes. The Biggs’s 3P learning system model interrelates the
3Ps as shown in Figure 1.3 of this study.

This model uses two-way arrows to capture the bi-directional components of engaged
students’ learning and knowledge flows. Each learning arrow represents a linear interaction between
any two of the interconnecting teaching-learning relationships. The emerging students’ learning
outcomes construct captures the combined net interaction effects of the contributing system. The bold
arrows represent the strongest students’ learning interaction effects with both the students’ factors and
the teaching context jointly drive the teaching and learning system towards the students’ learning
outcomes.

2.4.2 Prosser’ and Trigwell’s Model

In this model, the variables highlighted are teaching environment. The variables highlighted
in Prosser and Trigwell’s model are students’ perception of teaching environment and University
teachers’ way of thinking about teaching. The theory of Prosser and Trigwell is basically on a three
teaching approaches. The first approach houses deep approach is based upon understanding the
meaning of course materials; the second approach a surface approach is based upon memorising the
course materials for the purposes of assessment; and the third approach a strategic approach is based
upon obtaining the highest grades.

Prosser and Trigwell’s theory mainly focuses on teaching in higher education and was an
extended version of Biggs’s theory. Prosser and Trigwell (1993) interviewed 24 staff teaching first-
year courses in chemistry and physics and found five themes representing different approaches to
teaching among these lecturers in terms of their intentions and their teaching strategies. These
approaches found by Prosser and Trigwell are teacher-focused and are aimed at the transmission of
information to the students; others are student-focused and are aimed at bringing about conceptual
change in the students.

Prosser and Trigwell (1993) then developed the Approaches to Teaching Inventory (ATI) to
measure approaches to teaching in large numbers of teachers. They showed that students whose
teachers adopted a student-focused approach according to their scores on the ATI are more likely to
adopt a deep approach to learning and less likely to adopt a surface approach to learning than students
whose teachers adopted a teacher-focused approach. In other words, students whose teachers adopted
 27

a student-focused approach to teaching are more desirable to studying than those students whose
teachers adopted a teacher-focused approach (Richardson, 2005).

Similarly, Prosser and Trigwell (1997) devised the Perceptions of the Teaching Environment
Inventory to measure various aspects of the perceived teaching context. They found a close
relationship between teachers’ perceptions of their teaching context and their approaches to teaching
according to their scores on the ATI. In particular, teachers who adopted a student-focused approach
were more likely than teachers who adopted a teacher-focused approach to report that their
departments valued teaching, that their class sizes were not too large, and that they had control over
what was taught and how it was taught (Richardson, 2005).

2.5 Al-Baha University

Al-Baha University was founded by the royal decree dated 5th of September 2005. It
is in Al Baha city, the capital of Al Baha province, Saudi Arabia. It is a public
university. The main campus is at Alaqiq about 25 km away from Al Baha city. The
other campuses are in Almikhwah, Almandaq, and Baljurashi. The land of the main
campus in Alaqiq occupies about 6.7 km2. The university emphasizes public
services in all of its disciplines.

The vision of Al Baha University takes the lead in delivering academic programs
and conducting research in fields relevant to regional resources and national needs
through leadership, innovation, and partnership. Meanwhile the mission of Al Baha
University is to provide distinguished and comprehensive higher education,
research, community service and lifelong learning environment through the
utilization of the available resources to ensure the best results.

This new University comprises of twelve faculties, more than thirty bachelor degree
programs, four postgraduate programs, and three graduate diploma programs. The
University is one of the outstanding Universities in Saudi Arabia that spearhead
higher education. It also collaborates with other world Universities in exchanging
academic programs to reach international recognition for its departments and
academic programs. Al-Baha University also concentrates on diverse study
programs that give students opportunities to balance their academic life experiences
and career goals with the recruitment of highly qualified intellectuals around the
 28

world as the University academic and administrative staff. Thus, the university is
expected to give adequate information for the purpose of data analyses and the
findings could be generalised on the universities in the Kingdom.

2.6 Lecturer’s Background Concept

Background of lecturers in higher education such as universities has been considered in

previous studies as one of the important concept that determines their performance (e.g., Basfar et al.,
2011; Luo, Bellows and Grady, 2000; Driver and Campbell’s, 2013 and Biggs & Tang, 2007). Factors
such as teaching experience, position held and number of courses and workshop attended are usually
considered as the basic measure of the background of the academic staff. These measures are
considered sufficient in the present study and thereby discussed as follows.

2.6.1 Teaching Experience as a Subset of Lecturer’s Background

Empirical study conducted by Luo, et al., (2000) focuses on assessing lecturers knowledge,
responsibilities, their perceptions of instructional roles, style of teaching, preferred instructional
strategies, and other classroom related instruction. Questionnaires were sent to 749 people at the
University of Nebraska-Lincoln, 350 out of them responded. Out of the 350 returned questionnaires,
40 of them were removed due to the fact that they were not from a teaching assistance. Six
questionnaires were also taken out because the respondents failed to provide the demographic
information such as nationality and gender. The remaining 304 questionnaires were keyed into SPSS
and analysed using descriptive statistics, the Mann-Whitney U-test, Chi-square tests, t test, regression,
and the Pearson correlation. The results of the study indicated that teaching experience was
significantly related to the number of classroom management. Regression analysis revealed that
teaching experience and academic discipline, but not gender, were significant predictors of classroom
management practices positively and negatively. The previous study agreed with the present study in
terms of the variables and defers from the present study in terms of the samples and analysis
technique.

Basfar et al., (2011) in their study stated a number of global experiments in teachers'
professional development in universities. They mentioned that U.S universities keen to develop
lecturers professionally since they first get employed. The recruited teachers will be given half of the
monthly salaries with an intensive professional training by the old lecturers to develop them for a
complete year. For example, Montclair university provides a compulsory program for all newly
 29

employed teachers which they would do for a complete year with two hours weekly sittings for one
year in which one of the old lecturers will present many programs in teaching methodology, the use of
teaching aids and management services that will help the universities in order to prepare them for
work. The present study is proposed to be carried out in Saudi Arabia while the previous study
mentioned experience of western countries.

Basfar et al also cited the experience of Britain, that British universities are one of the
outstanding old universities which train lecturers in many teaching and learning related issues. For
example, London university, Manchester university, Oxford university, Cambridge university, and
Sheffield university are among other universities which provide advanced teaching methodology to
the lecturers. The current study will benefit from the study of Basfar which highlights improving
teachers’ teaching experience by old experienced staff in some globally known universities. The
present study differs from the study of Basfar with regard to the variables, sample as well as statistical
techniques to be used.

2.6.2 Position Held as a Subset of Lecturer’s Background

Driver and Campbell’s (2013) study which aims determining if nursing diploma students
recognized a difference in the nature of classroom teaching between lecturer practitioners and
university-based senior lecturers in nursing. The study generated both qualitative and quantitative data
from a sample of 117 student nurses completing an elderly care module. The findings of the study
suggested that the lecturer practitioners have potentials to make a positive and far-reaching
contribution to the future of nurse education. The difference between this study and the present study
was in terms of variable and study site.

Also, Craig, Kraft and Plessis, (1998) in their report paper entitled “teacher development:
Making an impact” found that the active involvement of lecturer in college change process is capable
of dramatically changing the classroom environment. Therefore, Craig, Kraft and Plessis’s study
emphasizes on the lecturer’s participation as an enabler for classroom change. The present study does
not only propose to investigate the lecturer’s participation on classroom management but also to look
at the causal relationship between the two construct using samples of lecturers from Al Baha
university, Saudi Arabia.
 30

2.6.3 Number of courses and workshop attended as a Subset of Lecturer’s Background

Courses and workshop attended are considered as one of paramount factors that influence the
lecturers’ background. Musa and Alotaibi (2011) utilised this concept in their study at university of
Najran in Saudi Arabia and the study reveals that the number of courses and workshop attended by the
academic staff could be used to surrogate for their background.

2.7 Level of Professional Competence Concept

The concept of professional competence was propounded by (Carril, Sanmamed & Selles,
2013). Actually, they provided diferent kinds of competences in their study such as (Pedagogical,
social, evaluator, technology, culture) and others. All of these competences are to improve lecturers’
skills and abilities in the classroom teaching practices and then will be able to change students
learning outcomes. Previous studies have considered the professional competence from different
perspectives such as human competence, teaching competence, technology competence, evaluation
competence and cultural competence (e.g., Bhargava and Pathy, 2011; Al Dawood, 2007; Basfar et
al., 2012; Ashehry, 2012; Schnonert-Reichl and Lawlor, 2010; Keengwe, 2007; Al-Sharhaan, 2002;
Ololube, 2008 and Johnson, 2010).

Beside, looking at level of professional competence, that there were mixed findings from the
existing studies, while some studies reveal high level (e.g., Breket, Alhimyari and Alhazmi, 2010;
Radouan, 2014) moderate level (e.g., Ahmed and Hijjah, 2012; Essa and AnNaqa, 2006) and low
level of competence (e.g., Al-Ghzywat 2005; AlSubaie, 2008; Zarqan, 2013). For instance, Breket,
Alhimyari and Alhazmi (2010) conclude that the level of professional competence is high among the
academic staff of selected universities in kingdom of Saudi Arabia while Radouan (2014) confirm the
high level of professional competence among the academic staff at Jijel University of Algeria.

Furthermore, Ahmed and Hijjah (2012) reveal that there is a moderate level of professional
competence among academic staff at Kassala University in Sudan from 2009-2010 with 232 students
as respondents. Essa and AnNaqa (2006) show the moderate level of professional competence of
academic staff at Islamic University of Madinah, Saudi Arabia.

In addition, Al-Ghzywat (2005) reveals low level of professional competence among the
academic staff at Mutah University Jordan. The study sample of 216 students from different academic
faculties. Similarly, AlSubaie (2008) find a weak level of professional competence among the
academic staff of Umm AlQura University, Saudi Arabia. Zarqan (2013) reveals weak level of
professional competence among the academic staff at Setif University of Algeria.
 31

2.7.1 Teaching Competence as a Subset of Professional Competence

The study of Bhargava and Pathy (2011) is emphasizing on the perception of student-
teachers of the essential competencies that they would love to have from the teacher. The objectives of
this research were to discover the perception of student-teacher on the importance of competency in
teaching, to identify the competencies which are ranked high by the student teachers, and determine
the least preferred competencies perceived by teacher students. 100 student teachers of Bachelor of
Education programme at the Ranchi University were taken for this study sample. Two of the
respondents did not participate. In order to ensure that a limited sample of 98 respondents comprising
of 73 Female and 25 male student teachers were considered. In the beginning, the student teachers
were asked to jot down and ranked twenty competencies they suppose are important for the teachers to
excel at. The competencies they suppose are the most indispensable was ranked as number one and
the least preferred was ranked as number twenty. Teaching competence was one of the most preferred
listed competencies. The findings of the study showed that teaching competence has strong causal
relationship with effective teaching. Next, are personal competencies like confidence, intelligence,
friendly, polite, patience, honesty are among the top five competencies followed by pleasant
personality, energetic, and positive attitude towards weak students. While competencies like updated
knowledge, good teaching skills, and well-trained professional (11.878) were found at the middle
order. The similarity between the present study and that of Bhargava and Pathy is that, the present
study proposes to use teaching competence as one of the variables for professional development. On
the other hand, the present study will differ from the past study in terms of samples, study site and
methodology.

Al Dawood (2007)’s study evaluates the quantitative and qualitative growth of the faculty
members within 1990 - 2020 in Saudi universities to determine most outstanding obstacles effecting
the faculty members. The sample of the study involved two groups namely; the university authority
and faculty members in three universities in Saudi Arabia namely; King Saud, King Abdul Azeez and
King Fahad universities. The study used descriptive analytical method. The study found out that many
lecturers in these universities are lacking competencies in teaching, overwhelmed with workloads, and
weak in using modern teaching methods in teaching, and the number of students in the classroom
needs to be increased. Thus, the study recommends to decrease the teaching workload, holding
workshop and seasonal training programs in teaching methods and in using technology for teaching.
Al-Dawood’s study stresses on faculty as a variable needed in teaching competence. The current study
proposes to utilize this variable on samples to be chosen among the faculty members at Al-Baha
University, Saudi Arabia.

Basfar et al., (2012) stated in their study a number of global experiments in teachers'
professional development in universities. They mentioned that U.S universities keen to develop
lecturers professionally since they first get employed. The recruited teachers they will be giving half
 32

of the monthly salariy with an intensive professional training by the old lecturers to develop them for
a complete year. For example, Montclair university provides a compulsory program for all newly
employed teachers which they would do for a complete year with two hours weekly sittings for one
year in which one of the old lecturers will present many programs in teaching methodology, the use of
teaching aids and management services that will help the universities in order to prepare them for
work. The current study proposes to use teaching competence as a variable in making positive change
to classroom learning at the proposed study site.

Also, Al-Shehry (2012) cited Malaysia's experience in preparing lecturers in all of the
Malaysian universities to mention like Multimedia university, University Putra Malaysia, and
Universiti Teknologi Malaysia for instence. The staff at the institute of education, International
Islamic University of Malaysia do orchestrate training program for newly lecturers in Johor,
Langkawi, and Penang on every semester break with the aid to teach them a teaching method, how to
prepare examination, and how to use technology for learning and teaching.

The research of Al-Shehry (2012) also focuses on formulating a proposed concept for
sustainable professional development for faculty members at Saudi universities in the light of their
professional roles. The questionnaire was used as a tool for data collection. The samples of the study
were among 326 faculty members at the Imam Mohammad Bin Saud Islamic University, Um al-Qura
University, and King Fahd University for Petroleum and Minerals using descriptive method. The
results of the study showed that the academic professional roles among the faculty members at Saudi
Universities in the light of current international trends represented in teaching, academic research,
community service, the technical role, the epistemic role, the international role, the selective role, the
administrative role, and self-development.

The findings of the study also showed that the requirements of basic sustainable professional
development in the field of teaching, scientific research and community service are very high. The
respondents strongly agreed with the means for achieving sustainable professional development. They
agreed to the fact that, there is a high degree of agreement with regard to the administrative and
financial difficulties, the difficulties related to e-achievement of sustainable professional development
for faculty members at Saudi universities.

Furthermore, the results of the study also revealed differences of statistical significance at the
level of (0.01) in the response of the study attributed to the academic rank variable with regard to the
themes of basic requirements, scientific research requirements and the problems related to programs
and technology, in favor of assistant professor grade. There are differences of statistical significance
at the level of (0.05) in the requirements related to community service in favor of assistant professors
as well. There are also differences of statistical significance at the level of (0.01) in the means of
achieving sustainable professional development in favor of full professors' rank. The study indicated
 33

differences of statistical significance at the level of (0.01) in the responses of the study sample
members that are attributed to the university where the faculty member works with regard to the
themes of; the requirements of sustainable professional development in the field of teaching, the
requirements of scientific research and the requirements of community service, the difficulties related
to programs and technology and the difficulties related to the field of teaching.

All these differences are in favor of those who work at Umm Al-Qura University. There are
differences of statistical significance at the level of (0.01) in the responses of the study sample
members in relation to the variable of the type of college where the faculty member works, with
regard to the requirements of community service as well as the administrative and financial difficulties
that prevent the achievement of sustainable professional development in favor of humanities colleges.
The most significant results reached the building of a proposed concept for sustainable professional
development for faculty members at Saudi universities. The current study will benefit from the Al-
Shehry’s study in using teaching competence as one of the variables suggested for the classroom
practices.

Nevertheless, the level of teaching competence has been considered in the prior studies and
some of these studies found out high level of teaching competence is as one of the significant
components of professional competence of academic staff (e.g., Radouan, 2014; Ahmed and Hijjah,
2012; Olymat, 2006) meanwhile, other studies revealed a week level of teaching competence among
academic staff of high institutions (e.g., Al-Ghzywat 2005; AlSubaie, 2008; Zarqan, 2013; Musa and
Alotaibi 2011).

2.7.2 Human Competence

The study that was carried out by Schnonert-Reichl and Lawlor (2010) on the effectiveness
evaluation of the midfullness education program as theoretically derived from the development of
social and emotional competence. The participants were drawn from 4th to 7th grade in 12 seccondary
schools which were located in a large urban school district in a Western Canadian city. These 12
schools were representatives of the district profile. Results revealed that pre and early adolescents who
participated in the ME program, compared to those who did not show significant increases in
optimism from pre-test to post-test. There is a positive relationship between teachers’ competence and
classroom practice as most of the teachers were able to integrate the mindful attention exercises in the
classroom. The study of Schnonert-Reichl & Lawlor, 2010 examines the relationship between human
competence and classroom practices in western environment and the current study proposes to
investigate the same variable among staff in Saudi Arabia.
 34

Besides that, self-determination that is embedded in human competence and autonomy

provided by the educators has strong implication on both classroom practices and educational reform
policies (Niemiec & Ryan, 2009). The study of Niemiech and Ryan is a literature review paper which
highlights human competence as having a relationship with classroom practices as proposed in the
present study. The present study differs from the previous study in terms of method, samples, and
techniques proposed to be employed in analyzing the data that will be collected.

Some of the Saudi old universities are concerned about their staff’s competence despite the
fact that, Saudi has not yet established a centre for the staff professional development only that, every
university does what they are able. For example, King Abdul Azeez University in Jeddah established a
centre for university professional development in 1987, this centre provides program in teaching
skills, scientific research, and the use of technology in learning and teaching. Also, other universities
establish various workshops and seminars for professional development in their campus premises.
Recently, the King Abdul Azeez University has been collaborating with some international
universities for training and development.

The study of Bachioua (2006) reviewed previous study on the position proficiency and
excellence in Islam. He explained that, Islam gives a tremendous attention to quality and mastery.
These two qualities are duty bound on man for to accordingly develop himself and the society. Islam
always encourages people to achieve excellence in all walks of life. The excellence is attached to
work honestiy and sincerely of intention that which become an individual responsibility. Being
accountable to one’s action is a justice and equity and respect for other people as well. Prophet
Muhammad (May peace be upon him) was reported to have said “each of you will be asked of whom
you are responsible for”. Allah loves the perfection in everything we do. The perfection meant here is
everyone’s responsibility to carry out on the work to its fullest potentials in order to reach a stage of
human perfection, so that, the task appointed should be fulfilled in detail without negligence, fraud, or
deception. This requires full dedication to work. A Muslim should make sure that a task appointed is
legal, done with sincerity without prejudice, and perfect. Teaching profession is regarded as an
Amaanah is a significant concept in Islam. This byword is Arabic. In English it incorporates honesty,
truthfulness, reliability, trust and trustworthiness ... etc. The opposite of amaanah is betrayal or
treason. Amaanah enhances the integrity and sound moral conduct that is integral of honesty. Being
trustworthy implies being honest, fair in dealings and punctual in workplace, serious in teaching and
learning, and keeping promises and commitments.

According to al-Munajid (2015), amaanah in Islam has two meanings namely; a general
meaning and a specific meaning. Its general meaning has to do with all commands and prohibitions of
Allaah as in His Saying “Truly, We did offer al-Amaanah (the trust or moral responsibility or honesty
and all the duties which Allah has ordained) to the heavens and the earth, and the mountains, but they
declined to bear it and were afraid of it (i.e. afraid of Allah’s Torment). But man bore it. Verily, he
 35

was unjust (to himself) and ignorant (of its results)” (Surah al-Ahzaab: 72). Similarly, its specific
meaning encompasses paying attention to trusts and fulfilling them, and not neglecting or betraying
them with regards to anyone.

The person who keeps promises and people’s trust is called al- Amin that is why Prophet
Muhammad (may Allaah’s peace and blessings be upon him) was known, even before his
Prophethood as al-Amin. Being truthful in promises and covenants is one of the characteristics by
which the practicing Muslims are known generally with everyone and in particular with regard to
one's duties towards Allaah the Al-Mighty. A lecturer for instance should be al-Amin, someone who
always tells the truth, be real, not gossiping, never betray, keeps promises, be punctual to the lectures
except for a genuine reason, work diligently, having knowledge of content and mastery of his/her
discipline and builds confidence in the minds of learners …etc May be due to the fact that, Islam
emphasizes on amaanah, Bohnet, Herrmann and Zeckhauser (2010) found in their scientific study that,
despite the low existence of private investment in Gulf countries compared to Western countries, the
Gulf citizens pay much more than Westerners to avoid breaching trust (p.1).

Also, the study of Samsudin1and Islam (2015) found that whoever is not al-Amin is
violent to his own self, corrupt, and mischievous in societies he/she belong to. However, the person
who performs Allah’s orders and avoids His prohibitions is al-Amin for his own wellbeing and
leading to others in performing it. In the same vein, Stacey (2010) found that, amaanah is a quality
that is essential if a society is to function as one unit and the emphasis laid on it shows that it is duty-
bound obligations that should be staunchly fulfilled. In the Holy Quran, Allaah promises the believers
who stand by their amaanah the Paradise and eulogizes them. “Those who are faithfully true to their
amaanah (all the duties which Allaah has ordained, honesty, moral responsibility and trusts, etc.) and
to their covenants...these indeed are the inheritors. Who shall inherit Paradise. And they shall dwell
therein forever” (Surah al-Mu’minun: 8, 10 &11). The position of amaanah is so strong that, Allaah
orders all of Mankind to adhere to irrespective of tribe, race, ethic or religious affiliation. Allaah says
“Verily, God does command you to render back your Trusts to whom they are due” (Surah al-Nisa:
58).

In Islam, amaanah is not a construct to be taken lightly. Hence, every Muslim must abide by
it. Prophet Muhammad (may the peace and blessings of Allaah be with him) explains the seriousness
of upholding the amaanah when he was reported to have said “Allaah says, ‘There are three people
whom I shall be their opponent on the Day of Judgment: A man who was given something in My
Name and then betrays; A man who sells-off a free man (as a slave) and consumes the price; and A
man who hires a labourer, makes use of his service then does not give him his wages” (Al-Bukhari).
Failing to fulfill amaanah is tantamount to the act of hypocrisy which the Prophet Muhammad (May
the peace and blessings of Allaah be with him) seriously warns against by saying “A hypocrite is
 36

known by three traits: When he speaks, he lies; when he promises, he reneges; when he is entrusted,
he cheats” (Al-Bukhari & Muslim)

The study of Shaheen and Shindi (2014) on the quality education from Islamic perspective
aims to investigate the education quality in accordance with Quran, Hadith, sayings of Sahabah and
Muslim educators in addressing the major research questions on the education quality. The results of
the study revealed that Islam requires Amanah for human dexterity in job performance without delay.
In addition, the quality education is based on scientific research with necessary confirmation on the
principle of justice, equity and respect for other people.

With regard to the impact of friendly lecturer on the classroom management, Mehdipour and
Balaramulu (2013), conducted a study entitled “the influence of how the teacher’s behaviour can
influence the student’s self-regulation”. The study attempts to investigate the influence of teacher’s
behaviour on the university students’ self-regulation behavior. The population of the study comprised
all the teachers and students of 13 Hyderabad Universities. There were 1080 sample of this study
which consisted of 180 faculties as well as 900 students that were randomly selected from five
universities out of 13 universities in Hyderabad. Two questionnaires were constructed and validated
through pilot testing and administered to the sample for the data collection. The researcher personally
visited the respondents so that they would be able to collect the data instantly. The data collected were
tabulated and analyzed using chi-square and Pearson’s product moment coefficient of correlation (r).
The major findings of this study, teachers felt proud to be teachers, they accimilated with the
prevailing situation and circumstances. Majority of the faculties (48%) and students (50%) indicated
that important qualities that teachers should have were punctuality, honesty, hardworking, friendly,
confidence as well as competence. 69% of the students opined that they participated actively in the
classes because they had a sincere relationship with their teachers and also 67% of students didn’t like
teachers to think badly of them if they didn’t. Majority of the students acknowledged that they would
understand the lessons better if their teacher explained the lesson in a good way (88%) and used
different teaching techniques in a class(74%). Hence, teacher’s friendly behavior and teacher’s
attitude towards the students had an impact on activities and self-regulation behavior in students and
classroom.

The study of Fraser, Aldridge and Soerjaningsih (2010) entitled “instructor-student

interpersonal interaction and student outcomes at the university level in Indonesia” investigated
relationships between students’ outcomes (achievement and attitudes) and the quality of teacher-
student interactions among 422 students in 12 classes at a private university in Indonesia. This study
aims to develop a valid and reliable instrument in Indonesian language to assess instructor-student
interactions, describe and compare computer science and management course at a university in terms
of instructor-student interactions. The researchers used the questionnaire on teacher interaction (QTI)
as well as an attitude scale. The instruments were then translated into Indonesian language using a
 37

rigorous process of back-translation (which involved the translation of the English version into
Indonesian and the back-translation, by an independent party, into English, allowing the comparison
of the two versions) to ensure that each item retained its original meaning. The major findings of the
study revealed a positive statistical significant relationship between students and their instructors in
terms of variables such as friendly, helping and understanding behaviors of the instructors toward the
students.

Besides, the level of human competence has been researched by the early studies. Studies
(e.g., Al Mushsen, 2013: Ahmed and Hijjah, 2012; Essa and AnNaqa, 2006; Al-Ghzywat 2005) find
high level of human competence among the academic staff while (e.g., AlSubaie, 2008; Jan, 2009)
find a low level of human competence.

2.7.3 Technology Competence

The study of Keengwe, (2007) is to examine the nature of the relationship between faculty
integration of technology with classroom instruction and students’ perceptions of the effect of
computer technology to improve their learning. A sample of 800 undergraduate students who were
selected using a stratified random sampling technique participated in this study. Two major statistical
techniques were used to analyze data obtained in the study namely; a multiple regression and a Two-
Way Analysis of Variance (ANOVA). A statistically significant relationship was discovered between
the three predictor variables and the criterion. The Two-Way ANOVA results did not indicate any
interaction effect between gender and course levels, and students’ perceptions on the effect of
computer technology use to improve their learning. The faculty support on the integration of
technology was a significant predictor on the student’s perceptions of computer to improve their
learning. Keengwe (2007) found computer technology as a contributing factor to classroom learning.
This study is similar with the previous study in terms of computer technology. The difference could be
perceived in terms of sample and country as the present study proposes.

Al-Sharhaan (2002) in his study entitled “investigating the perception of lecturers in using
computer and internet for teaching and learning” aims to explore the extent to which lecturers at the
King Saud university use computer, their knowledge in ICT, and obstacles that hinder them from
using internet for teaching and learning. The findings of the study revealed that 64% of the
respondents do not use computer at all. The respondents all agreed to use computer for teaching. They
also agreed that internet and computer should be provided at all Saudi universities. The previous study
that was conducted by Al-Sharhaan found out that computer as a modern technology in improving
classroom teaching and learning. The present study will benefit from this variable using it in another
 38

study environment and carrying out on a new samples to investigate if the same results could be
reached out or not.

The study of Laal (2000) entitled “importance of using internet in education from the
perception of academic staff in the Saud universities” aims at investigating the importance of using
internet for teaching and learning. The samples of study were 140 lecturers. Firstly, the study
discovered a statistical significant difference between science and art lecturers in using internet for
teaching and learning at significance level of (0.01) in favor of science lecturers. There was also a
statistical significant difference found between male and female staff at the significant level of (0.01)
in favor of male lecturers. The study recommended that university should provide lecturers with
computer and trained on how to effectively use internet for lecturing. This study is similar with the
present study with regard to the technology as a determining factor to classroom teaching. However,
the present study differs from the previous one in methodology, sample and study site.

Meanwhile, the level of technology competence among the academic staff is said to be weak
(e.g., Al Mushsen 2013; AlSubaie, 2008; Musa and Alotaibi 2011) whereas Radouan (2014) finds a
moderate level of technology competence among the academic staff of high institutions.

2.7.4 Evaluation Competence

The study of Ololube (2008) focuses on professional teachers as having competent

knowledge and skills in handling evaluation situations in the classroom. A simple devised
questionnaire was administered to 300 respondents on their perception of teachers’ evaluation
competencies. The findings of the study showed that the more teachers become positive in using
evaluation the more they are effective in their teaching. The study of Ololube (2008) was conducted
on samples in Nigeria. The study emphasizes that evaluation has influence on effective classroom
teaching. Therefore, the present study is similar to that of Ololube in this aspect and differs from it in
technique to be used in data collection, analysis, samples as well as study site.

The study of Tawarah (2013) titled “teachers’ effectiveness in asking classroom’s questions
and their interaction with student responses and questions” aimed at evaluating teachers’ effectiveness
in asking classroom questions, receiving the questions, and interaction with students’ responses from
the teachers’ point of view. The study sample consisted of (110) male and female teachers from
Ma’an Education Directorate, 50 male and 60 female teachers in the academic year 2011-2012. To
achieve the study objectives, the researcher developed a questionnaire consisting of (33) items
distributed in three domains: asking the questions, receiving the questions, and the interaction with the
students’ responses. Questionnaire reliability revealed that the overall means of teachers’ effectiveness
 39

is at medium level, while the domain of asking and the interaction with the students is at a high level
and with the same degree for both of them, while the domain of receiving the students’ questions
came at the medium level. Moreover, results showed that there is no statistical significance attributed
to gender, education qualification and the interaction between them at significance level of a= 0.05 on
the questionnaire fields and on the questionnaire as a whole.

In addition, the level of evaluation competence among the academic staff of universities has
been studied. The results from the most of the studies reveal a weak (e.g., Al Mushsen, 2013; Jan,
2009; AlSubaie, 2008; Al-Ghzywat, 2005). Other studies (e.g., Ahmed and Hijjah, 2012; Radouan,
2014) find moderate level of evelaution competence.

2.7.5 Cultural Competence

Johnson (2010) reviewed study on cultural competence in a study entitled: “cultural

competence: Laying the foundation for education and leadership”, the researcher found that, there is a
need to hire, support, develop and promote culturally competent leaders in college campuses
throughout the world. He emphasized that a basic multicultural education helps to prepare students
and staff to maneuver through laying the foundation for understanding diverse cultures. He stressed
for becoming culturally competent means frequently discussing at length and with consistency how to
engage, educate, understand and lead multicultural populations. The multicultural approach teaches
students to become analytical and critical thinkers. High ranking education leaders impact learning
institutions significantly when they choose to invest in personal and professional development in order
to be competent in relating to cultures other than their own. When a culturally competent leader
initiates, promotes open communication amongst education constituencies, and the results are without
feelings of distrust and suspicion.

In addition, Radouan (2014 ) reveal a high level of cultural competence among the academic
staff while Zarqan (2013) find a weak level of cultural competence among the university lecturers.

2.8 Level of Teaching Environment Concept

Teaching environment concept was propounded by Prosser and Trigwell (1997). They
provided five qualitatively different teaching approaches. They said, the first approach is teacher
focused strategy with the intention of transferring knowledge to students. The second approach is
teacher focused strategy with the intention of making students acquired the concepts of knowledge.
 40

The third approach is a teacher- student interaction strategy with intention of making students
acquired the concept of discipline. The fourth approach is a student focused strategy aims at students
developing their conceptions. The fifth approach is a student focused strategy aimed at students
changing their conceptions.

The variables discussed in Prosser and Trigwell’s conception are control of teaching,
appropriate class size, enabling students’ characteristics, departmental support for teaching and
academic workload. However in Duarte’s model, the variables discussed are as shown above. This
study also added a variable called “out-of-field teaching” because in Saudi Universities, the
administrations seek some staff to teach not in their specialization due to lack of lecturers specifically
in newly established universities.

However, the level of teaching environment has been considered by prior studies. Most of
these studies reveal a weak level of teaching environments (e.g., Mushsen 2013, 2003; Al Khateeb,
2005; Abdul Majeed, AlRabie and Abdul Rahaman, 2004) while Breket et al,, (2010) find a moderate
level of teaching environment among the academic staff.

2.8.1 Size of Classroom

Dibbon, (2004) carried out a study which capture the thoughts, feelings and emotions of
numerous teachers working in the Newfoundland and Labrador. The study was primarily a
quantitative study. The sample included 598 teachers. The findings of this study indicated that too
many students in one classroom has negative impact on the classroom practices for limiting the
amount of space for movement around the classroom and restricting the teaching methodologies that
teachers have prepared to use in the classroom. The study of Dibbon (2004) studies number of
students in a classroom as a hindrance to classroom learning and teaching. This might be true,
however, the present study proposes to use this variable in order to investigate the change in
classroom either size of classroom negatively or positively contributes to the classroom activities or
not.

Also, the study of Ijaiya (1999) that was carried out to address the most serious effects of
overcrowded classroom on teacher-student interactions. The study was a quantitative study using
Spearman’s rho correlation coefficient. The sample used in this study consisted of teachers and
students from secondary schools in Ilorin metropolis using simple random sampling technique, eight
schools were selected out of thirty secondary schools in the township. The samples of students were
250 while the teachers' sample consisted of 141 teachers. One of the findings of the study was that
both teachers and students considered rampant noise making as the most serious problem in the
 41

overcrowded classroom. Also, the results of the study showed moderate positive correlation between
overcrowded students and the classroom practice whereby she noted that, the overcrowded students
diminish the quantity and quality of learning and teaching in the classroom. Thus, Ijaiya’s study
focuses on class overcrowding to be a negative factor on classroom learning. The present study will
also study the same variable to explore if classroom overcrowding has the same impact as observed in
Ijaiya’s study or not. The current study is also different from that of Ijaiya in terms of sample size,
sampling technique, study site and methodology.

Haddad (2004) in his study tagged “professional development for the university lecturers: a
comparative study. The study found that numbers of students in some universities increases while the
number of lecturers decreases. The findings showed that lecturers need to be improved in terms of
curriculum goals, content, pedagogy, and evaluation and that student-teacher interaction should be
strengthened. The study of Haddad emphasize on reducing the number of students in lecture room
which impedes the classroom learning or teaching effectiveness. The present study will benefit from
this study to further study it and it differs from the study of Haddad in terms of samples and approach
proposed to be used for data collection and analysis.

2.8.2 Control of Teaching

The review of literature in this portion discusses the way teacher uses variety of teaching
materials for the students in the classroom. Here the use of various teaching materials is smart board,
projector and computer. Teaching can be carried out in many ways, it can be the use of teaching aid.
Teaching aid is any media used by the teacher while presenting his/her lecture to the students.
According to Solomon (2015), control of teaching by teaching aids are tools that are used to help the
teacher teach more effectively and enable the students to learn more readily.

Rasul, Bukhsh, and Batool, (2011) study on audio visual aids aimed to analyze the
effectiveness of audio visual aids in teaching learning process at the University level. In order to
achieve the purpose of this study, questionnaires were distributed to 150 students and 50 teachers at
the islamic university of Bahawalpur Faculty of Arts and Faculty of Science, Pakistan. The findings
for each statement were made. On the basis of findings, the conclusion was drawn. It was revealed
that (i) the respondents viewed that Audio Visual aids play an important role in teaching and learning
process (ii) Audio Visual aids can potentially make teaching and learning process effective (iii) The
respondents viewed that Audio Visual aids provide knowledge in detail (iv) It brings change in a
classroom environment and (v) motivates the teachers and students. On the basis this study findings,
following recommendations were made (1) Teachers may be trained for using A.V aids (2) Teachers
may be planning before using A.V aids (3) University may provide proper facilities of A.V aids (4)
 42

A.V aids may be according to level and interest of the students.(5) Training may be provided to
students for proper use of A.V aids. However, the present study proposes to investigate some of the
teaching aids such as audio visual aid as mentioned in the study of Rasul et al to determine the
classroom practices. The present study is different from that of Rasul et al in terms of findings,
samples and method proposed to be utilized.

Al-Otaibi (2009) in his study which aims at improving employments in the Saudi universities
explains some challenges facing university lecturing employment with 374 respondents using
descriptive statistics found that lecturing in the Saudi universities focuses on traditional method. He
stresses that, the evaluation methods used focus on rote memorization, lecturers are overloaded with
lecturing, modern technology was not used for lecturing, many lecturers are lack of technical
competence and the universities also do not sophisticated in the lecture rooms. The study recommends
training the lecturers on the use of modern teaching methods, use of different ways for evaluating the
students, considering students’ views by the universities managements and reducing the lecturers'
workloads. However, the current study proposes to find out whether the use of modern teaching and
learning technology contributes to classroom effective learning or teaching. The difference between
the present study and the previous one lies in the fact that, the present study proposes to take among
academic staff at the Al Baha University while the previous study was carried out in some Saudi
Universities with an exception to Al Baha University.

The study of Alz’bi (2012) titled “the role of smart board in improving English language
skills in Jordanian universities. The study aimed at investigating the impact of CALL “computer
assessment language learning” strategy (Smart-board) on public and private universities students'
achievement in English. It attempted to answer the following questions: What is the effect of using
Smart-board on writing compared with conventional method? What is the effect of using Smart-board
on reading comprehension compared with conventional method? What is the effect of using Smart-
board on listening compared with conventional method? What is the effect of using Smart-board on
speaking compared with conventional method? To answer the questions of the study, the researcher
used a program based on CALL (Smart-board) for the experimental group. Thirty students in two
universities at English department were purposefully chosen in the 2nd semester of the academic year
2012. The participants of the study consisted of two assigned sections. The experimental group was
taught according to Smart-board; while the control group was taught according to the conventional
way. The researcher prepared general achievement test as the instrument of this study. To establish the
validity for the test, the method of content validity was used. The results revealed that the students'
achievement of writing, reading, listening and speaking in the experimental group significantly
improved.

The study of Woodward (2005) entitled “faculty and student computer usage in higher
education: Faculty and student responses to CSU technology surveys” aimed to determine if
 43

California State University (CSU) faculty and students are prepared to use technology, if technology
is available to them, and if they use technology for the enhancement of education. Survey data from
the ITS of the CSU utilized for this study were quantitative, archival in nature, and in the public
domain. These data were received in an SPSS format from CSU San Marcos SBRI, where the surveys
were collected and analyzed. These data were analyzed to yield scores. Descriptive statistics were
utilized to establish frequencies and trends. Human subjects approval for this research project were
obtained from the University of California Davis Human Subjects Review Committee and the
California State University Fresno Committee on the Protection of Human Subjects. The validity and
reliability of the instrument used were established. The overall results of the study showed that,
computer is relevant in higher education to help support education.

2.8.3 Students’ Characteristics

The variation in student’s learning and understanding is very obvious. In this study, this
characteristic is chosen because in Saudi Arabia students are separated in the classroom. The male
students have their own teachers and school as well as female students they have their own school and
female teachers. Meanwhile, some male teachers in higher education teach female students through
videoconferencing due to scarcity in staff. For this reason the teacher needs to prepare for teaching
different group of students from different gender.

Teachers face challenges in matching teaching to the students’ need. Kember and Kwan
(2000) suggested that, to make students be at par in the teaching, the teacher must adapt to teaching
content-centered and learning centered teaching. That is, focuses on material and content or focuses
on the student and appropriate learning. Postareff and Lindblom-Yla¨nne (2008) found variation and
similarities in teachers’ use of teaching approaches to teaching different students. They asserted the
purpose of teaching which returns to teacher’s action and intention. That is teacher defines the
teaching plan to the groups of students, he or she wants to teach.

In the university, the effective teachers understand the use a variety of teaching methods to
promote student learning, particularly, if they are from different learning background. In this aspect,
teacher needs to use strategies that recognize and capitalize on this diversity. He /she also must
appreciate the student’s individuality, articulate the course to teacher to meet the needs of all students,
he also needs to be open to conversations about how to help the students learn. (University of
Southern California, 2008).

Students’ characteristics also have to be fulfilled in terms of focusing on their gender

variation. This is for the teachers who teach both male and female students. However, in Saudi Arabia,
 44

teaching is conducted separately and uniquely. For example, a male teacher only teaches male
students and a female teacher only instructs female students, except in some occasions why a male
teaches females in a videoconferencing or if there is a lack of females who are not capable of teaching
a specific course.

2.8.4 Support from Faculty

Umbach and Wawrzynski, (2005) focused on engagement, learning, and faculty behaviors
among undergraduate students. The sample for this study consisted of 20, 226 senior students and 22,
033 first-year students who completed the NSSE in spring 2003. The statistical technique used was
hierarchical linear modeling. The major findings of the study showed that Faculty behaviors positively
increase the undergraduate students’ classroom experience. The study of Umbach and Wawrzynski
(2005) emphasizes on support given by the faculty members as a contributor to classroom experience
where the study was carried out. The current study also proposes to study the support of department or
faculty members as having a positive or negative impact on classroom practice in Al Baha University.
However, the present study is different from that of Umbach et al, in terms of method, study site and
sampling frame.

Similarly, Bedi and Lange (2007) study which addressed the role of faculty interaction in a
pedagogically rich online environment, grounded in a constructivist model of learning. The samples of
the study consisted of 145 sections of graduate management programs covering 2005, 2006, and 2007.
The survey questionnaire covered behavioral and hybrid subjects. The findings of this study revealed
that faculty interaction positively impacts actual learning outcomes. Finally, the study showed that
both perceived and real value (in terms of grades) is found by learners in both quantitative subjects
and behavioral subjects. The study of Bedi and Lange (2007) suggested that faculty interaction as
having a positive influence on actual classroom learning. The present study proposes the same
variable as found in the study of Badi et al., only that, the present study proposes additional variables
that are hypothesized to have influence on classroom practices. The additional variables proposed by
the present study make it different from that of Bedi and Lange (2007).

Further, Al Shurman and Ja’aferah (2014) find a high level of support from faculties among
the academic staff as on of the major components of lecturers’ teaching environment while Al
Mushsen (2013) reveal a weak level of support from faculty.
 45

2.8.5 Workload

Galton and MacBeath, (2002) suggested that workload has a negative effect on teacher’s
classroom activities because classroom teacher mark pupils’ work, plan and prepare lessons, and
works extra hours during weekends. A commitment to good teaching and a concern for pupils’
learning may involve teachers in many hours over and above statutory classroom instruction, often
without complaint or stress because it is what conscientious teachers have always done. It is when the
nature of their work becomes further and further distanced from teaching and learning that problems
arise. The study of Galton and MacBeath (2002) focuses on workload as variable that has inverse
relationship with classroom practices. The present study proposes that, workload may have negative
or positive impact on classroom activities as posed in research questions and hypotheses. The
difference between the present study and the study of Galton et al lies in country specificity as the
present study proposes to be carried out on participants from Saudi Arabia.

2.8.6 Out-of-Field Teaching

Out-of-field teaching has become a general issue in many countries. Ingersoll (2003)
conducted a study in U.S tagged “out-of-field teaching and the limits of teacher policy”. The author
notified that the failure to ensure the nation’s classrooms are all failed with qualified teachers is one of
the most critical problems in contemporary American education. Over the past decade, many panels,
commissions, and studies have paid attention on this problem and, in turn, numerous reforms have
been initiated to upgrade the quality and quantity of the teaching force. The study focused on the
problem of non-qualified teachers in the core academic fields. Using data from the nationally
representative Schools and Staffing Survey, conducted by the National Center for Education Statistics,
the analysis examined on how many classes are not staffed by minimally qualified teachers, and to
what extent these levels have changed in the recent years. The data shows that while almost all
teachers hold at least basic qualifications, there are high levels of out-of-field teaching-teachers
assigned to teach subjects that do not match their training or education. Moreover, the data shows that
out-of-field teaching has gotten slightly worse in recent years, despite a plethora of reforms targeted to
improving teacher quality. The report discusses possible reasons for the failure of these reform efforts.
Despite this thesis is unprecedented interest in awareness of this problem, there remains a little
understanding of a key issue the reasons for the prevalence of nonqualified teaching in American
schools resulting thus far in a failure of teacher policy and reform.

The study of McConney and Price (2009) on “teaching out-of-field in Western Australia”,
the study aimed at exploring the possible negative impact of out-of-field teaching on students,
teachers and the broader school community led the Western Australian College of Teaching
 46

(WACOT) to commission an exploratory empirical study of the extent of the phenomenon in Western
Australia. The survey used to gather data regarding teachers’ out-of-field teaching experiences in
Western Australian Colleges during 2007 and 2008 was self developed by the authors. The 23-item
survey comprised mainly closed-ended (fixed response) demographic and Likert-type items. These
items interrogated teachers’ years of experience, qualifications held and main areas of tertiary study in
addition to assessing their views and feelings regarding teaching out-of-field. As well, the study
comprised a few contingent and open-ended (free response) items that allowed respondents some
latitude to further explain their responses. The findings of this paper show that the out-of-field
teaching is rampant in the studied areas and the possible solutions were suggested to the phenomenon
of out-of-field teaching.

2.9 The Concept of Classroom Teaching Practices

In Groccia’s model of teaching in university, variables such as teacher’s and student’s

characteristics in the classroom practice were discussed. The Groccia’s model consists of seven
interrelated variables that influence teaching and learning namely: learning outcomes, instructional
processes, course content, teacher-student’s characteristics, learning process, and learning context.
Each variable in this model is represented by an oval, and the lines connecting the ovals represent
their interconnectivity. According to Groccia, learning outcomes that are product variables explain the
foundation upon which all the other variables rest. Instructional processes represent what teachers do
in the university classroom or environment. Course content represents the materials that the instructors
use as a means of imparting the knowledge to the learner or what the learners resort to for gaining
knowledge. Teacher-student’s characteristics refer to what teachers and students share in common or
their interrelatedness in the learning environment. Learning process refers to the knowledge teachers
or learners acquire when teaching or learning. The learning context represents the learning or teaching
environment where the learning or teaching takes place.

The first variable for instructors to consider in understanding teaching and learning is what
they want students to get from the instructional experience, the learning outcomes. These are the
short- and long-term learning goals and outcomes of the instructional experience (Groccia, 2012).

Further, the concept of good teaching by Duarte (2013) stresses that teacher inattention,
student’s attention seeking, lack of understanding of the discipline, and society like family, peers,
institution can be a cause for learners’ misbehavior. Duarte (2013) stresses that good teaching starts
with enthusiasm and passion for teaching, which motivate students to actively engage in learning.
Good teaching is learner-focused and helps learners understand that knowledge is socially constructed
and dynamic. Similarly, good teaching helps students to shift their conceptual understanding through
 47

approaches that promote deep learning. It involves continual reflection on teaching processes and
commitment to foster independent and lifelong learning skills. In more practical terms, good teaching
entails commitment to providing constructive feedback to students and a soundly designed, relevant
curriculum that aligns learning outcomes with teaching methods and assessments.

Good teaching is associated with one’s ability to inspire students to learn through invoking
emotions, which they accomplish through the use of dramaturgical techniques. A teacher who
embraces constructivist principles makes ample use of experientially based (Duarte, 2013),
participative techniques such as discussions, problem solving, cooperative learning, debates, drama,
role playing, simulation, and peer teaching. These activities share in common the active involvement
of the learner.

Further, the level of classroom teaching practices has been considered in the literature. The
finding ranging high level of teaching practices among the academic staff (e.g., Hallinger, 2010; Abu
Samhadanh, 2010; AsSrayrah, 2011; Alamairah, 2006; Mgheer, Al-Sutani and Abbas, 2015;
Tame,2008), moderate level of classroom teaching practices(e.g., Al Shurman and Ja’aferah, 2014;
Abdul Majeed et, al., 2004) and low level of classroom teaching practices(e.g., Millcy, 2003; Aziz,
2012; Aljeboury, 2008).

2.9.1 Use of Teaching Methods

Al-Harbi (2006) in her study entitled “managements and their role in sustainable professional
development for faculty members at the Saudi universities” shows that Saudi universities face some
global challenges that impose changes and improvement on them. Of these challenges is lack of using
modern teaching methods, the use of lecture method, lack of using technology in teaching, lack of
training the lecturers professionally and educationally. The present study proposes to use the same
variable namely modern teaching method as found in the study of Al-Harbi. The present study differs
from that of Al-Harbi in terms of method, samples, study site and research design proposed in the
present study.

Brainstorming strategy is one of the most important strategies in provoking creativity and
solving problems in the educational, commercial, industrial and political fields. The importance of
using brainstorming to enhance classroom practices is evident in many studies. For example, Al-
khatib’s study (2012), which aims at investigating the effect of using brainstorm strategy in
developing creative problem solving skills among female students in princess Alia University College.
The sample of the study consisted of (98) female students. The sample was distributed into two
classes, the first represents the experimental group totaling (47) students taught through brainstorming
 48

strategy within the course of developing thinking skills in the academic year 2010/2011, and the
second represents the control group totaling (51) students. The instruments of this study were a
program to use brainstorming strategy and Torrance creative thinking test. Both validity and reliability
were checked by the researcher. The findings of the study showed that there are statistical significant
differences at the level of (α = 0.05) between the experimental group and the control group in the total
score and the sub scores of the creative thinking in the favor of the experimental group indicating the
effectiveness of using brainstorming strategy in developing creative thinking skills in the College
Classroom. The present study will benefit from some variables mentioned in Al-Khatib’s study such
problem phrasing, problem framing, conducting warming up session, and offering ideas except that,
the present study will be conducted among Saudi population using methods different from that of Al-
Khatib.

The second study in this regard is the study of Sdouh (2013) which aims to investigate the
effect of using the strategies of brainstorming, computer education in academic achievement, the
development of creative thinking skills among the students of sixth grade and their attitudes towards
learning the engineering unit in Mathematics. The study sample consisted of students from Berketen
School for the academic year 2012-2013, spread over two experimental groups. The first included 34
students who used the brainstorming strategy. The second group included 35 students who used the
strategy of computer education. The study showed that there are differences with statistical
significance in (∝ ≥,05) among the averages of the academic achievement as well as the skills of
creative thinking of the two groups. The results went for the benefit of the experimental group that
used the strategy of brainstorming. Moreover, the study showed that there are differences with
statistical significance in (∝ ≥,05) for the group that used the strategy of computer education to learn
the engineering unit. The present study will benefit from some variables identified in the study of
Sdouh such as the activity of the learner through practical learning, providing opportunities for real
life, field visits, oral presentations, and educational games to achieve specific learning objectives. The
present study will be different from the previous study in terms of methodology and samples.

In addition, the study of Malouff (2011) investigates steps of teaching the problem solving
method to college students and provides examples in the context of a university course. The study
used problem solving methods such as (1) identifying the types of problem solving methods to be
covered, (2) instructing the students in problem-recognition and problem solving methods, along with
ways of choosing appropriate methods for different types of problems, (3) modeling how to apply the
methods, (4) giving the students practice solving problems that reasonably represent the range of
problems they will encounter after graduation, (5) giving the students feedback on their performance,
(6) using teaching methods that help motivate students to learn, and (7) evaluating the results of the
training in problem solving. The previous study neither mention the population nor the sample. Based
on this, the present study will benefit from the variables used to measure problem solving in the study
and differs from it in terms of methodology, sample and research technique.
 49

Further, the level of use of teaching method has been considered by previous studies. The
studies find high level of teaching method among the academic staff from different universities across
the world (e.g., Alamairah, 2006; AsSrayrah, 2011; Radouan, 2014; Al-Alwani 2009).

In addition, Alrehaili (2013) examine the effect of using some google apps for education in
teaching education technology course on achievement, social intelligence and attitude towards it at
Taibah University and recommend that using collaborative learning through the integration of Google
Apps for Education in teaching in the classroom among the academic staff. Similarly, Al-Ghamdi
(2012) examines the use of M-Learning in Improving Practical Skills and Achievement for Al-Baha
University Students and reveals that adoption of ICT in learning improves the performance of the
students. This means that if the lecturers could be more exposed to the use of ICT, their level of
professional competencies would improve, hence the students’ performance.

The study by Herrington, Mantei, Herrington, Olney and Ferry (2008) described a major
development in the use of mobile technologies in higher education. The paper investigated the
educational potential of palm smart phones and iPod digital audio players (mp3 players). The study
designed an action learning framework for professional development that was implemented with a
group of teachers from a faculty of education. The paper aimed to (1) investigate the potential uses or
affordances of the smartphone and iPod, (2) engage teachers from a Faculty of Education using an
action learning professional development framework to explore and invent pedagogies appropriate to
their students’ use of a mobile device in completing a complex task within an authentic learning
environment, (3) implement the use of mobile technologies and authentic tasks in learning activities
over a period of 3-5 weeks in a range of different subject areas, (4) describe, categorize and
disseminate resultant pedagogies and professional development activities through a dedicated website
and a published handbook, (5) implement the professional development activities for mobile learning
across other faculties at the University of Wollongong and disseminate in web-based template form to
other universities across Australia and overseas.

Based on these objectives the following questions were framed, (1) what are the technology
affordances of smartphones and iPods for teaching and learning in higher education? (2) What are
appropriate strategies for the professional development of higher education teachers in the
pedagogical use of m-learning devices? (3) What pedagogical strategies facilitate the use of m-
learning devices in authentic learning environments in higher education? (4) what pedagogical
principles facilitate the use of m-learning devices in authentic learning environments in higher
education?. The study was guided by the theory of authentic learning which provided the basis for
pedagogical activity and the theory of action learning which provided the basis for professional
development. Both theories reflect a constructivist epistemology emphasizing group collaboration in
the creation of further knowledge and understandings. The study found that effective smart phone
management and communication mechanisms helped to ensure stayed on track critical deadlines.
 50

Another study by Gikas and Grant (2013) entitled mobile computing devices in higher education:
student perspectives on learning with cell phones, smart phones and social media”. This research was
to explore teaching and learning in higher education using mobile devices such as cell phones and
smart phones. The study was a qualitative research which focused on students from three universities
across the US. The students' teachers had been integrating mobile computing devices, such as cell
phones and smart phones, into their courses for at least two semesters. Data were collected through
student focus group interviews. The findings of the study showed two specific themes which emerged
from the interview data namely; (a) advantages of mobile computing devices for student learning and
(b) frustrations from learning with mobile computing devices. Mobile computing devices and the use
of social media created opportunities for interaction, provided opportunities for collaboration, as well
as allowed students to engage in content creation and communication using social media and Web 2.0
tools with the assistance of constant connectivity.

Futher, Al-Ghamdi (2011) examine the impact of mobile learning on the development of
critical thinking skills among female students at Department of English Language at a college
Education at King Abdul Aziz University and reveals that the use of mobile learning improves the
academic performance of the selected students.

2.9.2 Response to Students’ Queries

Ferris and Hedgcock (2005) in their position paper on preparing students for second language
writing suggested that students’ writing is one of the most challenging aspects of the writing
instructor’s job and it is certainly the most time-consuming. In this paper, the authors also described
their own approach to training writing instructors in an MA TESOL seminar, using the
‘‘approach/response/follow-up’’. The present study proposes to use reply to student’s query as a
variable to investigate classroom positive change as suggested by Ferris and Hedgcock. The difference
between the current study and that of Ferris lies in the fact that, the current study will be tested
empirically with samples using quantitative research approach while the previous study is just a
review of literature.

Also, Tawarah (2013) found that classroom questions were considered as an important skill
in teaching because they reflect teachers’ capability and competence in the classroom. The study of
Tawarah suggested teachers questioning the students as part of effective classroom learning or
teaching as proposed in the present study, however, the present study will further investigate this
proposition empirically to confirm the validity of the variable as found in the literature.
 51

Similarly, Tawarah’s study (2013) aimed at evaluating teachers’ effectiveness in asking

classroom questions, receiving the questions, and interaction with students’ responses from the
teachers’ point of view. The study sample consisted of (110) male and female teachers from Ma’an
Education Directorate, 50 male and 60 female teachers in the academic year 2011-2012. To achieve
the study objectives, the researcher developed a questionnaire consisting of (33) items distributed in
three domains: asking the questions, receiving the questions, and the interaction with the
students‘responses. Questionnaire reliability revealed that the overall means of teachers’ effectiveness
is at medium level, while the domain of asking and the interaction with the students is at a high level
and with the same degree for both of them, while the domain receiving the students’ questions came at
the medium level.

However, there is a growing body of evidence that supportive teacher–student relationships

play an important role in healthy school and classroom climate, students’ connection to school, and
desired student outcomes, both academic and social–emotional (Darling-Hammond, Ancess, & Ort,
2002; Gambone, Klem, & Connell, 2002; McNeely, Nonnemaker & Blum, 2002). When teachers are
warm and supportive, they provide students with a sense of connectedness with the school
environment and the sense of security to explore new ideas and take risks—both fundamental to
learning (Murray & Greenberg, 2000; Watson, 2003).

The level of response to students query is mostly found to be high by the previous studies
(e.g., Al-Alwani 2009; Radouan, 2014; Tame,2008) except the finding of Aldumyati (2009) that
revals a weak level of response to students’ queries among the academic staff.

2.9.3 Control Students Behavior

Ratcliff, Jones, Costner, Savage-Davis, Hunt, (2010)’s study which was to determine the
differences in the way that instructional and non-instructional interactions took place between teachers
and their students in these two types of classrooms. The data collected were analyzed in SPSS as
quantitative data. The results indicated that strong teachers interacted more with their students on
instructional matters, and their students spent more time engaged in learning. The findings also
indicated that strong teachers have the ability to control their students’ misbehavior in the classroom.
The previous study suggested that staunch lecturer is someone who is able to control the behavior of
his/her students in the classroom in order to let them focus. The present study proposes the control of
student’s negative behavior as a variable that might count positively on classroom learning or
teaching.
 52

Meanwhile, the study of Frey (2009) reviews academic literature about classroom
disruptions, including the causes of incivility and strategies to manage negative student behaviors.
Particularly for young, female, low-status, and minority instructors who face the greatest challenges.
Classroom incivility has been the focus of increased attention in higher education circles, and is
commonly labeled as a “growing problem”. The review suggests that, incivility is more likely to occur
in large enrollment classrooms, where a student may feel like a “number” rather than an individual
learner.

Besides, the study of Castro-Martinez, Roa, Benitez and Gonzalez (2012), aims to examine
the effect of noise, reverberation and acoustical barriers on the level of attention of 142 students from
a private university in Bogota, Colombia. Two strategies of attention measurement based on a word
list and an attention index were used. The results of the study showed that specific changers, aim to
decrease reverberation values in classrooms affect positively the levels of attention and students’
performance. They also indicate the need to improve the acoustic conditions of learning sites in order
to allow students to achieve a better understanding of contents and to lessen the fatigue of the
teachers’ voices. The experimental design with a control group only with post testing was conducted.
The first part of the study had 142 students, 73 men and 69 women taking mathematics and statistics
during the early semesters of different majors at a private university in Bogota. The findings of the
study showed the statistical significant differences between ranges of correct and incorrect scores
between experimental and control groups.

Further the control of students’ behavious is found to be high by the previuso studies (e.g.,
Alamairah, 2006; Al-Alwani 2009; Radouan, 2014; Aboud and Ibrahem 2005).

2.9.4 Teaching Reflection

Reflection is sometimes described as to be persistently active in knowledge content to

address the practical problems that can be easily resolved (Khan, Young, Grace, Pilkington, Rush,
Tonkinson & Willis, 2008). Reflection can also be used as a means to achieve certain goals. The
reflective thinking is simultaneously important to both teachers and students. Teachers in higher
education can make use of reflection to deeply think as to what to teach before the class or what
teaching will be about or figure out what will be an outcome of teaching and how students are going
to catch up with what he/she teaches (Rodgers, 2002). Rodgers added that the reflective teacher does
not merely seek solutions, nor does he or she do things the same way every day without an awareness
of both the source and the impact of his or her action. Rather, from his or her reflection, the students
can learning as the learning focuses on the students’ achievement. In the reflective teaching approach,
 53

teacher must have his mind free to observe the mental responses and movement of the students as a
focal point in teaching process.

The study of Ahmad, Said, Zeb, Rehman, Ahmad, and Khan (2013) is to investigate the
perceptions of teachers regarding the role of reflective practice in improving teachers’ teaching skills
in a classroom. Data of this study were collected through a close ended questionnaire distributed to
150 teachers in 30 community- based schools in district Chitral, Pakistan. A six months of a rigorous
training in effective practice was provided to the teachers and they were allowed to teach in their
respective fields in the sampled schools. After one month, they were provided with questionnaires as a
part of follow up activity. The results showed that teachers who were trained in reflective practice
have found a big difference in their teaching skills. The sampled teachers are now able to plan their
daily lessons and are able to solve their classroom problems more confidently. However, the study of
Ahmad, Said, Zeb, Rehman, Ahmad, and Khan (2013) showed that reflection on teaching has an
impact on classroom and the present study proposes to use the teaching reflection as a determinant for
classroom practice. Perhaps, the present study might be differed from that of Ahmad et al, (2013) in
methodology and analysis.

Besides, the level of teaching reflection among the academic staff of universities has been
studied. Most of finding from the previous studies document a high level (e.g., Alamairah, 2006;
Radouan, 2014; Tame,2008) while Musa and Alotaibi (2011) conclude that there is weak level of
teaching reflection among the academic staff of Najran university Saudi Arabia.

2.10 Professional Competence and Lecturers’ Background

The relationship between professional competence and background of lecturers in the higher
institutions of learning has been subject of discussion among the researchers. The purpose to
determine the extent to which the background of academic staff in the universities influences their
professional competence. The finding from the previous studies (e.g., Olymat, 2006; Musa and
Alotaibi, 2011; Lakeh et al.,2012) generally revealed significant difference in the professional
competence among the academic staff. For instance, Olymat (2006) reveal that the position of
lecturers has significant influence on the level of professional competence. The study examines the
academic staff at Yarmouk Univesity in Jordan with 309 respondents from the academic staff.

Also, in more précised finding, Musa and Alotaibi (2011) document that the different among
the academic staff based on their professional competence is more pronounced on Associate professor
as compare to other academic positions. Meanwhile, the author fail to document any significant
different in the profession competence of academic staff based on number pof course work and
 54

workshop attended. Similar, using academic as benchmark, Lakeh et al., (2012) show that level of
professional competence of academic staff vary significantly among medical faculty of Mashhad
University Iran.

2.11 Professional Competence and Classroom Teaching Practices

The association of lecturers’ professional competence and classroom teaching practice is one
of basic objective of this study. The section review the existing studies on these concept in order to
established gap. Among the ealier studies that have considered the association is (Alasmar, 2005). The
author analysis the data from female students at Umm AlQura University Makka and reveal that there
is significant relationship between lecturers’ professional competence and classroom practices.
Similarly, Aldumyati (2009) show that there is significant impact of professional competence of
academic staff on their classroom teaching practices. The study considers responses from 384 female
students of Taibah University Saudi Arabia in 2009.

Also, Radouan (2014) examine the relationship between Professional competence and
classroom teaching practices among the academic staff. the study sample 218 students from
University of Jijel Algeria. In related study, Zarqan (2013) investigate the relationship between
professional competence and classroom competence of the academic staff of University of Setif
Algeria and reveal significant relationship between the two components. In same vein, Essa and
AnNaqa (2006) reveal significant relationship between professional competence and classroom
teaching practices among the academic staff of Islamic University Madinah. The study sampled 426
students and the findings was based on their perspectives on the two concepts regarding their
lecturers.

2.12 Lecturers’ Background and Classroom Teaching Practices

This subsection discusses the difference the lecturers’ classroom teaching practices based on
their background. Prior studies have examined this concept and the result indicate the significant
relationship between the two phenomenon. For instance, Abu Samhadanh (2010) sample 250
academic teaching in Mutah University Jordan and reveal that the academic position affect the
classroom practices among the academic staff but otherwise based on teaching experience. Mgheer,
Al-Sultani And Abbas (2015) reveal that classroom teaching of Associate professors is significantly
different from other academic positions at Babylon and College basic education in Iraq.
 55

Contrarily, AsSrayrah (2011) fail to document any significant difference in classroom

teaching practices among the academic staff based on their position and teaching experience in
Jordanian Public Universities. AlShurman and Ja’aferah (2014) reveal that teaching experience was
significantly affect the classroom practices among the academic staff while the position, especially the
Associate professor has significant influence on the classroom teaching practices. The study sampled
252 of academic staff at Mutah University Jordan. Musa and Alotaibi (2011) reveal there is significant
difference between in the classroom teaching practices based on lecturers and Associate professors,
otherwise for Assistant professors and full professor. Futher, the authors show that number of course
work and workshop attended do not significantly influence the the academic staff classroom teaching
practices. Similarly, Tame (2008) find that there is no significant difference in the classroom teaching
practices based on teaching experience among the academic staff.

2.13 Teaching Environment and Classroom Teaching Practices

This subsection presents the review of existing works on the relationship between teaching
environment and classroom teaching practices among the academic staff of universities. As Saud
(2001) sampled 105 academic staff from private universities in Jordan and reveal that there is
significant relationship between lecturers’ classroom teaching practices and teaching environment.
Also, Al Muhsen (2013) documents a significant relationship between teaching environment and
classroom teaching practices among the academic staff of selected universities in Saudi Arabia.

Similarly, Aldumyati (2009) concludes that there is relationship between classroom teaching
practices and teaching environment. The author case-studied Taibah university in Saudi Arabia. In the
same vein, Breket, Alhimyari and Alhazmi (2010) sample 642 female students from selected
universities in Saudi Arabia and conclude that there is significant relationship between teaching
environment and classroom teaching practices.

Going by the above, It could be deduce that the existing studies indicate that classroom
teaching practices significantly influenced by the teaching environment. This is is very important
because the academic staff are also the products of the academic environment where they are working.
 56

2.14 Professional Competence, Teaching Environment, Background and Classroom

Teaching Practices

The subsection explains the impact of professional competence, lecturers’ background and
teaching environment on the classroom teaching practices. this will help to establish the existing
model and provides the opportunities of this present to propose the scientific model on the relationship
among the variables.

Aldumyati (2009) reveals that professional competence and teaching environment

significantly explained the classroom teaching at Taibah university Saudi Arabia. The author futher
explained that teaching competence and evaluation competence are only components of professional
competence that are significant while size of class, teaching out-of-field and student characteristics are
among the elements of teaching environment that have significant impact on classroom teaching
environment. Mgheer, Al-Sultani And Abbas (2015) reveal that the lecturers’ positions have
significant impact on their classroom teaching practices.

Radwan (2014) shows that leacture’s background and their professional competence have
positive impact on the classroom teaching practices. The author reveal that teaching experience is the
most significant components of lecturers’ background while teaching competence, human
competence, evaluation competence and technology competence are all significant components of
professional competences that explain the lecturers’ classroom teaching practices among the academic
staff of Jijel University in Algeria. Also, Zarqan (2013) reveals that teaching competence, human
competence, evaluation competence, cultural competence and technology competence are significant
factor that affect classroom teaching practices among the academic staff of Stif university Algeria.

Essa and An Naqa (2006) reveal that human, teaching and evaluation competences are most
significant elements of professional competence that explain the lecturers’ classroom teaching
practices among the academic staff of higher institutions. Al-Alwani (2009) documents that human
competence is only contributory factor that determine the classroom teaching practices among the
academic staff of Al Zawiya University Libya.

The aforementioned studies reveal that professional competence, teaching envrioment and
background could considered as the determinants of classroom teaching practices among the academic
staff in the higher institution of learning. Also, professional competence are most significant with
components such as human, technology, evatuation, teaching and cultural competence.
 57

2.15 Underpinning Theories of the Study

The present study utilised various theories in an attempt to link the variables together. These
theories are presented as follow.

2.15.1 Theory of Professional Competence

The theory of professional competence is brought into higher education by Grant, Elbow,
Ewens, Gamson, Kholi, Neumann, Olesen and Riesman (1979) in the United States. This theory
focuses on lecturers’s direction on competence-based education with the competency movement in the
USA that was spreading around at that time. Grant et. al, (1970) argue in their theory that certain
competency-based lecturer’s education have to be fulfilled so as to make students come out
successfully in their test for measuring learning outcome. The propounders of the theory further stress
that competence-based programs were not received well by students at various institutions of higher
learning worldwide while competence-based education tends to be a form of education that focuses on
an analysis of a prospective or actual role in modern society to certify student’s progress (Mulder,
2014).

Similarly, Mulder, Gulikers, Wesselink and Biemans (2008) found that competency theory
comes from the US, although there are also various authors in Europe who have contributed to the
development and dissemination of this concept, such as in the UK (around the New Vocational
Qualification and Accreditation of Prior Learning), France (around the ‘bilan the competence’) and
Germany (around the notion of ‘Kompetenz). According to Carril, Sanmamed and Sellés (2013) assert
that teachers’ professional competence has a significant relationship with environmental education
curriculum implementation. Astuty (2015) suggests that professional competence is the lecturer’s
abilty to master learning materials in broad and deep manner, this includes mastery of materials,
curriculum as well as mastery of the structure and methodology.

2.15.2 Lewin’s Field Theory of Teaching Environment

Lewin in his theory builds teachers’ commitments to teaching environmental education (EE)
to show significant life experiences as well as beliefs and attitudes about EE. The underlying premise
of field theory is that two constructs such as person and the person’s environment operate in the same
pivot in an integral pathway within the immediate “field of time,”. Field theory states that at any given
time, a behavior (B) is a function of the person (P) and the environment (E). In the same direction,
 58

behavior (B) refers to any change in life space or “the environmental and psychological factors of the
current situation surrounding the behavior” (p. 218) (Shuman & Ham, 2010). Lewin (1992a) proposes
that the aggregate field includes time perspective at a given time (p. 207). He says the pattern of
interaction between individual and the environment relies on place, time, and individual. Sahakian
(1976) found that, field theory is a holistic observation of human behaviour and learning withim the
psychological environment of the learner.

2.15.3 Theory of Classroom Teaching Practice

The theory of classroom teaching practice which focuses majorly on student’s learning was
introduced by Piaget (Applefield, Huber & Moallem, 2001). It is a referent theory in university
classroom teaching. According to Gresen (2004) in classroom teaching practice, learning becomes
very active, knowledge is constructed and shaped by student’s experience. Hannafin, Hill and Land
(1997) assert that constructivist approach also known as student-centered approach is a learning
approach that is based on the connection of knowledge and context determined by students’
experiential in nature (p. 94). Empirical studies found that classroom teaching practice emphasizes
that students are active and able to build new paradigm of knowledge upon their prior knowledge
(Brooks & Brooks, 1999; Duffy & Jonassen, 1992; von Glasersfeld, 1995). According to
Barr and Tagg (1995) student centered learning approach is challenging, cooperative and
collaborative. Lea, Stephenson, and Troy (2003) argue that this approach is reliant on
active learning rather than passive learning. In constructivist learning approach, Glasgow
(1997) adds that students are expected to gradually take more responsibility for their own
learning. Similarly, Hussain (2012) asserts that constructivism is based on active involvement or
participation of students in teaching learning process which aims at developing students’ skills by
offering them activities and projects in their relevant disciplines and contexts.

2.16 Summary

This chapter summarizes the constructs used in the previous studies and their relationships
with the current study in accordance with the theories proposed. The chapter discusses about the
theories and models related to this study and the variables mentioned in each of them as having a
relationship with this study. The chapter highlights the areas that shall be discussed in this study as
provided evidence from the existing body of literature. The chapter also adds another variable named
accountability to Allah from the Islamic perspective.
 59

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

The purpose of this study was to investigate the lecturers’ classroom teaching practices, their
statistically significant difference in classroom practices, their professional competences, their
variation in professional competence, their teaching environment, their relations in terms of teaching
environment, professional competence, background, classroom practices, and develop a framework
for improving their classroom practices. This chapter presents the methods used in this study and
discusses about the research design approach, as well as the locations where the study was carried out
are discussed in detail. In this chapter, the population of the study, sample and sampling techniques
were fully highlighted. The chapter also shed light on research instrument and its development
process. In this aspect, the questionnaire items were elaborated and the validity and reliability of the
instruments were examined. The method of data analyse were discussed and justified. All were
presented systematically as follows.

3.2 Design of Study

Sekaran (2003) defined that the research design as an important step in all research studies. It
involves making various important decisions, e.g. decisions regarding the purpose, location, type,
manipulation, control, and level of analysis of the study. In parallel, it provides a checklist for all the
activities and procedures which have to be pursued by the researcher to accomplish the research
objectives and to test the hypotheses (McDaniel & Gates, 1999). It performs the role of making sure
that the evidence provides the clue in responding to the earlier question clearly without any doubt (De
Vaus, 2001).

The function of a research design is to facilitate the researcher with regard to generating
evidences from the gathered data so that it can answer the research questions confidently and
 60

realistically (De Vaus, 2001). Creswell (2003) explains that there are two main research designs:
quantitative and qualitative. Quantitative research design primarily concerns numbers while
qualitative research design concerns study of the non-numerical aspects.

In this study, the type of mixed method used is called explanatory mixed method. According
to Creswell (2002), explanatory mixed method research is the collection of quantitative data followed
by the collection of qualitative data to explore the characteristics of the samples. Explanatory mixed
method is a sequential research method. In this approach, quantitative research approach was carried
out first and later the qualitative research approach followed it in order to appraise the quantitative
approach (Cameron, 2009). This type of mixed method research design was used in this study
because it is suitable than a triangulation design as the collection of quantitative data was followed up
by a qualitative data. The data analysis of the proposed mixed method research type used is as shown
in figure 3.1.

QUANTITATIVE QUALITATIVE Analysis +

Data/ Results Data/ Result Comparison
Follow-up

Figure 3.1 Explanatory mixed method

Figure 3.1 shows the explanatory mixed method used in this study. The figure explains that,
the survey quantitative questionnaire was administred firstly to the respondents of the study for data
collection and analysed. Secondly, the researcher collected qualitative data through unstructured
interview that was carried out for the informants who were chosen purposively. After that, both
quantitative and qualitative analysed data were compared and interpreted to support one another in
order to answer the research questions, hypotheses and interview questions.

The qualitative part of the study was unstructured interview carried out with seven academic
lecturers from Al-Baha University in Saudi Arabia. The selected interviewees were lecturers,
associate professor and professor. The number of the interviewees was not increased on seven as a
result of repetition in replies given by them.

3.3 Location of Study

The location is known as a site or place where something happens. In research term, it is
called study setting. Study setting is a place where a particular study of interest is carried out in a real
life situation on how and when it is carried out (Cavana, Delahaye, & Sekaran, 2000). The location of
 61

the present study was Al-Baha University. This University was chosen for being the newly established
university in the country and desires for better students’ performance has been main concern of the
authorities in order to compete favourably with other established one in the Kingdom. Hence, the
university authorities has been putting in place a number of infrastructural facilities ranging from
computerisation to the employment of qualified academic staff. The university is a cosmopolitant
university with students from different cultural background.

Al-Baha University was founded by the royal decree dated 5th of September 2005. This new
University comprises of twelve faculties, more than thirty bachelor degree programs, four
postgraduate programs, and three graduate diploma programs. The University is one of the newest
established Universities in Saudi Arabia that spearhead higher education. It also collaborates with
other world Universities in exchanging academic programs to reach international recognition for its
departments and academic programs. Al-Baha University also concentrates on diverse study programs
that give students opportunities to balance their academic life experiences and career goals with the
recruitment of highly qualified intellectuals around the world as the University academic and
administrative staff. Thus, the university is expected to give adequate information for the purpose of
data analyse and the findings could be generalised on the universities in the Kingdom.

3.4 Population, Sampling Technique and Sample Size

According to Creswell (2007), population refers to the people or site which the research will
take place. The target population of this study was 1226 lecturers from all the faculties at Al-Baha
University for the purpose of quantitative analyses. The faculties include Dentisry, Science, Medicine,
Clinical Pharmacy, Engineering, Administration, Art and Science, Education, Art and Humanity,
Computer Science, Community, Applied Medical Sciences, Applied studies and continuous education
and Information Technology. The sample size of 800 respondents was selected in order to thoroughly
examine the phenomena of interest in the study. As presented only four (4) professors were qualified
to participate in the study and these four were selected because of their previous experiences. This left
the population and sample to 1222 and 796 respectively. The other three categories were selected
proportionate to their contribution to the remaining population. The percentages and size of these
academic staff are presented in the Table 3.1

Table 3.1 Sample selection procedure

Sample Propotion of
Respondents Population Percent size Selection population
Prof 4 - 4 4 -
198/1222*100% 16%*796= (129/1222)*100%
Assoc. Prof 198 =16% 796 129 = 10.6%
 62

624/1222*100% 51%*796= (406/1222)*100%

Assist. Prof 624 = 51% 796 406 = 33%
400/1222*100% 33%*796= (261/1222)*100%
Lect. 400 = 33% 796 261 = 21%
Total 1226 1.0000 800

Based on the computation, Associate Professor has 16.2% with sample size of 129, Assistant
Professor has 51.06% with sample size of 406 and lecturer has 32.73% with sample size of 261.
Hence, this serves as basis for the further analyses in the present study. The selections were made
using randomn number table. The staff were selected based identification pin number which is unique
to everyone in the university.

3.5 Data Collection Procedure

Data collection methods are an integral part of research design. There are two data
collections methods, the quantitative and quantitative method. Sekaran (2003), qualitative and
quantitative data refers to information gathered in the narrative form through questionnaire and
interview.

In this study, a modified survey was used as a data collection method. The items in the
survey have been established in the literature to have a relationship with the variables of this study. As
we mentioned before, the main goal of this study is to investigate the academic staff at Al-Baha
University. Samples were taken from all individual academics who are currently working at the
university.

3.6 Research Instrument (Quantitative)

A research instrument is a device that can be used for doing study. In research terminology,
instrument is a device for data collection (Sobrepena, 2011). In this study, the survey quantitative
questionnaire used was adopted from prior studies (e.g., Al-Sharif, 2010; Moreno-Murcia et al., 2015;
Dey et al., 2000; Shaheen et al., 2014; Abrami et al., 2007; Zeleke 2012; Mason, 1995; Cuseo, 2007;
University of Fribourg, n.d; Al-Mubarak, 2008; University of Wisconsin-Madison, n.d; Al-Dawood,
2007; Al-‘Abbad, 2008; Az-Zahrani, 2006; Ingersoll, 2003; Rasul et al., 2012; University & College
 63

Union, 2012; Reaperet al., 2010; Al-Hoqail et al., 2010; Gok, 2012; Dunbar, 2004; and Nawwar et al.,
2011) and slightly modified to fit in the study. Table 3.3 shows the sources of the modified items and
the internal consistency.

Table 3.1 : Constructs and their items

Constructs Source Cronbach Alpha No of

Items

SECTION A: PROFESSIONAL COMPETENCE

Teaching Q1(Al-Sharif, 2010), Q1 (.92), Q2- 7

Competence Q2- Q7 (Moreno- Q7 (.91)
Murcia, et al., 2015)
Human Q1- Q3 (Dey et al., Q1- Q3 (not 8
Competence 2000), Q4 (Moreno- available), Q4 (
Murcia, et al., 2015), .91), Q5- Q8 (not
Q5- Q8 (Shaheen & available)
Shindi, 2014)
Technology Q1- Q7 (Abrami, et Q1- Q7 (not 7
Competence al., 2007) available)
Evaluation Q1- Q2 (Zeleke, Q1- Q2( not 7
Competence 2012), Q3 (Al-Sharif, available), Q3
2010), Q4- Q7 (Dey (.92), Q4- Q7 (not
et al., 2000) available)

Cultural Q1- Q7 (Mason, Q1- Q7 (.60) 7

Competence 1995)

SECTION B: TEACHING ENVIRONMENT

Size of class Q1-Q5 (Prosser and Q1-Q5 (.69), 7

Trigwell, 1997), Q6- Q6-Q7 (.86)
Q7 (Al-Mubarak,
2008)
Students’ Prosser and Trigwell .71 6
Characteristics (1997)
Support from Prosser and Trigwell .75 7
faculty (1997)

Teaching out-of- Q1- Q2 (Al-Dawood, Q1- Q2 ( .78), 7

field 2007), Q3- Q4 (Al- Q3- Q4 (.87), Q5
‘Abbad, 2008), Q5 (.81), Q6- Q7 (not
(Az-Zahrani, 2006), available)
 64

Q6- Q7 (Ingersoll,
2003)
Control of Prosser and Trigwell .88 6
Teaching (1997)
Workload Prosser and Trigwell .71 6
(1997)

SECTION C: CLASSROOM TEACHING PRACTICES

Teaching Method Q1- Q4 (Abrami, et Q1- Q4 (not 5

al., 2007), Q5 (Al- available), Q5
Mubarak, 2008), Q6 (.83), Q6 (not
(Al-Hoqail et al., available), Q7 (
2010), Q7 (Gok, .92)
2012)
Students’ query Q1 (Dey and Hurtado, Q1 (not 7
2000), Q2- available), Q2- Q3
Q3(Moreno-Murcia , (.70), Q4- Q7
et al., 2015), Q4- Q7 (.86)
(Al-Mubarak, 2008)
Control Student’s Q1- Q3(Al-Mubarak, Q1- Q3 ( .91), 7
Behavior 2008), Q4- Q7 Q4-Q7 (not
(Dunbar, 2004) available)
Teaching Q1- Q7 (Nawwar, et Q1- Q7 (not 7
Reflection al., 2011) available).

Table 3.3 explains the three major constructs of the research namely; professional
competence, teaching environment and classroom teaching practices. These three major constructs
were added into the research theoretical framework as well as conceptual framework in chapter one.
The same table also shows the sources where the items for the three major constructs were derived
before modification. The third column of the table 3.3 shows the initial of alpha cronbach of the
studies where the items were taken from. The fourth column shows the number of items derived from
their original source before and after modification.

Similarly, table 3.3 shows that five sub constructs were used to measure professional
competence namely; teaching competence, human competence, technological competence, evaluative
competence and cultural competence. Also, table 3.3 shows that six sub constructs were used to gauge
teaching environment namely; size of classroom, student’s characteristics, faculty support, control of
teaching, workload and teaching –out of field. In addition, it explains that four sub constructs were
used to guage classroom teaching practices namely; teaching method, answering student’s query,
control of student’s behaviour, and teaching reflection.
 65

According to table 3.3, seven items were used to measure teaching competence, eight items
for measuring human competence, seven items for technological competence, seven items for
evaluative competence, seven items for cultural competence, seven items for size of class, six items
for student’s characteristics, seven items for support from faculty, six items for control of teaching, six
items for workload, seven items for teaching out-of- field, five items for use of teaching method,
seven items for response to student’s query, seven items for control of student’s behaviour and seven
items for teaching reflection.

Based on the location of the present study, being an Islamic environment, the present study
introduced a new concept “amanah” as sub construct. This sub construct is embedded in human
competence as explained in the chapter one. Besides, teaching out-of-field was added to the
theoretical framework .

3.6.1 Questionnaire

The survey questionnaire has three sections. The first section contains the demographic data
of the respondents as follows:

Section One:

Demographic data, this section contains the gender of the respondents, nationality, age,
faculty, qualification, position, teaching experience, specialization, seasonal course in teaching
method and technology, and number of courses attended in teaching methods and technology.

Section Two:

The section two contains the rating scale as follows:

1. Strongly disagree
2. Disagree
3. Neither agree or disagree
4. Agree
5. Strongly agree

A five-point Likert interval scale was used as above.

Section Three
 66

The third section of the questionnaire instrument contains the constructs and their items as in
Appendix A.

3.6.2 Research Instrument (Qualitative)

The qualitative device was unstructured interview that was conducted with seven teaching
academic staff as mentioned earlier. The interview was formed in accordance with the topic of the
research. The seven individuals were purposely selected based on their experience across different
faculties. These include one professor who signified intention to be interviewed during the period of
study. Two of each were selected from Associate Professor, Assistant Professor and Lecturers,
respectively. These individually have lectured at three other universities across the Kingdom before
joining Al-Baha University.

3.6.3 Interview Questions

The interview was carried out after the distribution of the quantitative survey questionnaire.
The interview was one-on-one interview. This type of interview was carried out in such a way that the
interviewer met the interviewees individually and face to face asking them questions to and recording
answers from them at a time (Creswell, 2002). The interview protocol followed is as shown in Table
3.4 below.

Table 3.2 : Interview protocol

The Time when the Interview Starts Ends

… …
Date …
Place where the Interview conducted
Name of the Interviewee …
Interviewee’s status …
Name of the Faculty …
Interviewer’s Signature …
Signature …

Dear sir,

Assalaam ‘alaykum Warahmatullah Wabaraakatuh.

I am AbdulKhaliq Alghamdi a PhD student at the Faculty of Education, Universiti

Teknologi, Malaysia (UTM). This project is part of the requirement for fulfilling
 67

my PhD degree based on that, I would like to interview you 30 to 40 minutes as a

Lecturer/Assoc Prof. /Prof on the study titled: Lecturers’ Professional
Competenc and Teaching Environment As Determinants of Classroom
Teaching Practices in Saudi Universities

Interview Questions

1. What are the important lecturers’ professional competence you believe can
improve their classroom teaching practices?
2. What are the important factors that you see should be provided in teaching
environment that can impact positively on classroom teaching practices?

3.7 Questionnaire Validity

The validity of the adopted instrument was measured by content validity. Content validity is
understood as the extent to which an evaluated instrument contains an adequate sample of items for
the construct assessed (Polit & Beck, 2006). According to Wynd, Schmidt and Schafer (2003) content
validity refers to the evidence that is needed to investigate the degree to which a research instrument
adequately samples the research items. In this study, the content validity of the instrument items was
measured through the panelists who have an experience in curriculum and instruction. The first stage
of the research instrument content validity was the questionnaire construction, furthermore, the
questionnaire construction was given to five expertises in the field of education. Three of them were
from Malaysian universities and other two were from Saudi Arabia universities (see appendix L). The
five experts expressed their opinion and did some minor amendments to the questionnaire to cover all
the basic dimensions in the study. The researcher corrected the amendments by modifying the
wordings in the questionnaire afterwards. Table 3.5 shows some of the items modified from the
original research instrument items.

Table 3.3 : Item after its modification

No Item in its original phase Item after modification

1 I foster critical spirit in students I have knowledge of teaching methods
when teaching because I want that focus on student
them to concentrate
2 I am able to diversify in teaching I am able to use of student-focused
methods teaching methods.
3 I sometimes make myself available I make myself available out of the
non during office hours to attend to office hours to attend to the students as
the students as parts of my parts of my responsibility
responsibility
4 I can use different questioning I use different questioning techniques to
 68

techniques to assess the students assess the students in the final exam
5 I know different evaluation I know different evaluation methods for
methods for improving different improving students’ learning
students age and gender I am
teaching
6 I evaluate students’ learning I use different evaluation methods for
through the final exams improving students’ learning
7 I do not let students to disturb me I feel comfortable with large number of
when I teach large classes students in class.
8 I give students encouragement to My class is overcrowding and lack of
see me in large classes space.
9 I teach students on how to use I use brainstorming in my teaching for
brainstorming for achieving their achieving students learning goals
learning goals
10 I teach students on how to use I use problem solving technique in my
problem solving technique for teaching for achieving students
achieving learning goals learning goals
11 I think very well on how to teach Reflection helps me improve my
before the classroom teaching

3.8 Reliability

Reliability refers to the fact that a scale consistently reflects the construct it is measuring
(Field, 2006). It is commonly measured by Cronbach alpha. In this study, the items of the research
instrument was rerun using internal consistency analysis as a pathway for the final analysis.

3.9 Back Translation

Back translation is the procedure for translating a document from one language to another,
for example Arabic into English or English into Arabic (Asia Market Research, 2012). In this study,
the researcher translated both research instruments from English to Arabic because the respondents
are Arab native speakers in Saudi Arabia. The researcher gave the instruments in English version to
the Arabic and English translator who is well versed in both languages for translation. In the same
way, after the translation of the two research instruments were made the researcher then gave the
translated instruments to other person who is also proficient in both languages for validation. Then,
any change detected by the second translator was corrected by the researcher in the instrument to the
first translator to ensure the validity of the translation.
 69

Further, the responses from interview were also transcribed. The transcriptions were
validated by two experts from the kingdom (see appendix G, H, J and K). These individual are known
for these service at Al-Baha University and their choice was based on their knowledge of Saudi
Arabic assent and English language.

3.10 Pilot Study

Pilot study is used to find out about the validity and reliability of any given research (Enas,
2009) in order to investigate any deficiencies that the research findings can generate so that the
researcher can fix them before the research final data collection (Norsidah, 2008; Ali, 2019). For
effective measure of a research pilot study, the items of research instrument were tested on small
group of people within the samples of the study in order to know the position of the small group of
people for making reference to about the population they represent (Jarboe, 2009; Wiersma, 2000).
Since the study was a mixed study as follows.

In the present study, the researcher carried out the pilot study on quantitative aspect of
research in several ways. The second stage of the pilot study involved the distribution of the finalized
questionnaire onto 30 lecturers who were selected randomly from the total population to test the
construct of the questionnaire by calculating items’ correlation as follows. Table 3.6, 3.7 and 3.8
shows the results of items’ correlation.

Table 3.4 : Pearson correlation coefficients between the statement and dimension of
professional competence
Teaching Technology Evaluation
Human Competence Cultural Competence
competence Competence Competence
Person Pearson Pearson Pearson Pearson
Item Item Item Item Item
correlations correlations correlation correlations correlations
1 0.77** 1 0.85** 1 0.89** 1 0.89** 1 0.89**
2 0.87** 2 0.78** 2 0.85** 2 0.87** 2 0.92**
3 0.86** 3 0.72** 3 0.88** 3 0.90** 3 0.87**
4 0.89** 4 0.86** 4 0.86** 4 0.90** 4 0.90**
5 0.86** 5 0.84** 5 0.81** 5 0.80** 5 0.89**
6 0.88** 6 0.84** 6 0.92** 6 0.78** 6 0.91**
7 0.86** 7 0.81** 7 0.86** 7 0.82** 7 0.89**
8 0.83**
** Significant at 0.01
Table 3.6 illustrates the correlation coefficients between the degree in which each statement
of the professional competence correlats with each other. The results of the table show a positive
correlation between and among teaching competence, human competence, technology competence,
evaluation competence and cultural competence of professional competence. This indicates the
appropriateness of the questions in addressing the objective of the present study. Table 3.7 below
shows the correlation between and among the sub constructs under teaching environment.
 70

Table 3.5 : Pearson correlation coefficients between the statement and dimension to
where it belongs (Teaching environment)

Item Pearson
correlations
Size of Class 1 0.84**
2 0.66**
3 0.63**
6 0.89*
7 0.89**
1 0.61
Control of Teaching 2 0.75
4 0.72
5 0.74
6 0.84
1 0.46**
Students’ 2 0.74**
Characteristics 3 0.73**
4 0.71**
2 0.78**
Support from faculty 3 0.65**
4 0.81**
7 0.82**
1 0.68**
Workload 2 0.79**
5 0.64**
6 0.71**
2 0.67**
Teaching out-of- field 4 0.57**
5 0.57**
6 0.73**
7 0.53**
** Significant at 0.01

Table 3.7 illustrates the correlation coefficients between the degree in which each construct
of the teaching environment correlates with each other. The results of the table show a positive
correlation between and among size of class, control of teaching, student’s characteristics, support
from faculty, workload, and teaching out- of- field, of teaching environment. Table 3.8 below shows
the correlation between and among the sub constructs under lecturer’s classroom teaching practices.

Table 3.6 : Pearson correlation coefficients between the statement and dimension to
which it belongs (Classroom teaching practices)
Use of Teaching Method Response to Control of Student’s Teaching
 71

Student’s Query Behavior Reflection

Pearson Pearson Pearson Pearson
Item Item Item Item
correlations correlations correlations correlations
1 0.80** 1 0.78** 1 0.64** 1 0.64**
2 0.88** 2 0.90** 2 0.68** 2 0.57**
3 0.91** 3 0.91** 3 0.62** 3 0.73**
4 0.89** 4 0.91** 4 0.62** 4 0.76**
5 0.90** 5 0.94** 5 0.66** 5 0.80**
6 0.91** 6 0.64** 6 0.82**
7 0.89** 7 0.36** 7 0.76**
** Significant at 0.01

Table 3.8 illustrates the correlation coefficients between the degree in which each construct
of the lecturer’s classroom practices correlates with each other. The results of the table show a
positive correlation between and among lecturer’s use of teaching method, lecturer’s response to
student’s query, lecturer’s control of student’s behaviour and lecturer’s teaching reflection of
lecturer’s classroom practices.

3.11 Questionnaire Items Reliability

In order to verify the psychometric properties of the research final instruments, a reliability
test was carried out. The essence was carried out for testing the degree to which the items of the
questionnaire measure their underlying construct. Table 3.9 shows the original items of the research
instrument as follows

Table 3.7 : Original questionnaire items before running their internal consistency

Number of
Constructs Sub-constructs
Items
Teaching Competence 7
Human Competence 8
PROFESSIONAL COMPETENCE Technology Competence 7
Evaluation Competence 7
Cultural Competence 7
36
Size of Class 7
Students’ Characteristics 6
Support from faculty 7
TEACHING ENVIRONMENT
Teaching out of field 7
Control of Teaching 6
Workload 6
39
CLASSROOM TEACHING Teaching Method 5
 72

PRACTICES Response to Student’s

7
Query
Control of Student’s
7
Behavior
Teaching Reflection 7
26

Table 3.9 shows that the original items are forming the research instrument, according to
table 3.9, the professional competence sub constructs are consisting of teaching competence, human
competence, technology competence, evaluation competence and cultural competence have 36 items.
Besides, teaching environment sub constructs are consisting of size of class, students’ characteristics,
support from faculty, teaching out-of-field. Meanwhile, control of teaching and workload have 37
items and classroom teaching practices sub constructs are consisting of teaching method, response to
students’ query, control of students’ behavior and teaching reflection that have 26 items. Table 3.10
shows the number of items deleted from each sub construct after reliability.

3.12 Items Deletion

In the process of running the reliability of final quantitative instrument after its distribution
on the chosen sample (n=800) that made up the study. Some items were deleted. The deletion of these
items was due to the process of fine-tuning the instrument. Table 3.10 shows the items deleted from
each sub construct of the overall underlying factors constructing the research instrument.

Table 3.8 : Items deleted from student’s characteristics, support from faculty,
teaching out-of- field, control of teaching and workload
Underlying Construct No of Item deleted Rationale for deletion

Size of Class 4 and 5 Less than 0.50

Student’s Characteristics 5 and 6 Less than 0.50

Support from Faculty 1, 5 and 6 Less than 0.50

Teaching out- of- Field 1 and 3 Less than 0.50

Control of Teaching 1 0.46

Workload 3 and 4 Less than 0.50

Total 12
 73

Table 3.10 shows that, two items were deleted from size of class statements, two items
deleted from student’s characteristics, three items deleted from support from faculty, two items
deleted from teaching out-of-field, one item deleted from control of teaching and two items were
deleted from workload due to their low value that did not meet up with the Cronbach Alpha
Threshold. These items are from teaching environment. Table 3.11 shows the results of reliability of
the items.

Table 3.9 : Cronbach's alpha coefficient to measure the reliability of the study
instrument
Number of Cronbach's
Constructs Sub-constructs
Items Alpha(α)
Teaching
7 0.94
Competence
Human Competence 8 0.92
Technology
PROFESSIONAL 7 0.94
Competence
COMPETENCE
Evaluation
7 0.94
Competence
Cultural
7 0.96
Competence
36 0.98
Size of Class 5 0.85
Students’
4 0.60
Characteristics
TEACHING Support from faculty 4 0.76
ENVIRONMENT Teaching out-of-
5 0.61
field
Control of Teaching 5 0.79
Workload 4 0.66
27 0.65
Teaching Method 5 0.92
Response to
7 0.95
CLASSROOM Student’s Query
TEACHING Control of Student’s
PRACTICES 7 0.73
Behavior
Teaching Reflection 7 0.84
26 0.95

Table 4.28 shows that the overall Cronbach’s alpha for professional competence is (0.98),
teaching environment is (0.65) and lecturer’s classroom practices is (0.95) indicating the questionnaire
reliability. In addition to that, the Cronbach’s alpha for each sub construct of the underlying constructs
were also high. All these measures indicate that the instrument measured what was purported to
measure in all the results of the questionnaire.
 74

3.13 Data Analysis Technique

According to Gay (1996), the research plan most includes a description of the statistical
technique that will be used to analyse study data. In this sense, SPSS was used to analyse the data
collected using the aforementioned statistical techniques. In addition, the face-to-face interview was
later conducted in Al-Baha University, and transcribed for the themes to triangulate the quantitative
findings. The transcription of interview was done through a software called “express scribe”. This is a
professional audio player software designed to assists in transcribing audio recordings. It provide
number of characteristics such as speed playback, multi-channel control, playing video, file
management. In addition, the transcribed results were later validated by the two experts from the
Saudi. These individual were selected based on their experience in this area. (see appendix I and J).

The specific method of research represents the format and content of the approach selected
(Gay, 1996). This study used descriptive statistics, stepwise multiple regression, Pearson correlation
and one way ANOVA as a statistical technique to analyse the data collected from the sample
quantitatively, whereas, the interview was used for collecting qualitative data. The data analysis for
this study are as shown in Table 3.12.

Table 3.10 : Types of data analyses

Research Method Data Analysis Technique

Questions
RQ1 Questionnaire and Descriptive statistics (Mean and
Interview Standard Deviation) and Thematic
Analysis
RQ2 Questionnaire and Descriptive statistics (Mean and
Interview Standard Deviation) and Thematic
Analysis
RQ3 Questionnaire Descriptive statistics (Mean and
Standard Deviation)
RQ4 Questionnaire Pearson Correlation
RQ5 Questionnaire Pearson Correlation
RQ6 Questionnaire Pearson Correlation
RQ7 Questionnaire One Way ANOVA
RQ8 Questionnaire One Way ANOVA
RQ9 Questionnaire Stepwise Multiple Regression
RQ10 Questionnaire Stepwise Multiple Regression
 75

3.14 Qualitative Data Analysis Technique

In line with its basic objective, the present study adopted mixed mode method
of analysis. The quantitative method was carried out using statistical methods such
as mean, Pearson correlation, standard deviation, one way analysis of variance and
stepwise regression. Besides, the qualitative analysis was considered using thematic
analysis. Seven lecturers who are grounded in lecturing agreed to be interviewed.
These individual scored high in the level of professional competence and teaching
environment. Their selection of options in the questionnaire provide basis for this
conclusion.

They are also from different faculties and academic bankground. They
include one Full Professor, two Associate Professors, two Assistant Professors and
two Lecturers. The Professor is from Faculty of Art and Humanilties, one of the
Assistant Professsor is from Faculty of Education while the other one is from
Faculty of Health Science. One of the Associate Professors is from Faculty of Art
and Sciences while the other one is from Faculty of Education. Two Lecturers are
from faculty of Sciences and Education respectively.

The interview responses were recorded with tape. Their responses were later
summarized on the paper and were sent to them for their consent approval. The
details were attached in the appendix………

The detail of this qualitative method is presented as follows.

3.14.1 Thematic Data Analysis

Highly rooted in psychology research, thematic data analysis method is one

of the accessible and theoretically-flexible approaches in qualitative data analysis
(Braun & Clarke, 2006). The method is easily adaptable to other field of study and
its understandability makes it a celebrated method of the qualitative data analysis
(e.g., Braun & Clarke, 2006; Aronson, 1995). Hence, the present study utilized the
technique to analyse the qualitative information from the questionnaire administered
to the academic staff in Albaha University so as to achieve the main of objective.
 76

The present study follows the identified six thematic data analysis processes
as suggested by Braun and Clarke (2006) which include familiarization with data
source; initial code generation; themes development; revision of themes; definition
and renaming of the themes and production of the report. The details of each of
these steps were presented as follows.

3.14.1.1 Familiarization with Data SOURCE

The qualitative data used in the present study was summarized from the
interview conducted by the researcher. This enables the the study to have some
initial understanding of the information and prior analytic interests or thoughts.
These were achieved through repeated listen to the audio tape recorded. The
researcher took series of codes and note after each replay. This assisted during the
transcription of verbal data since the opinion of the respondents was adequately
understood through this process. This stage was immediately followed with initial
code generation as discussed below.

3.14.1.2 Initial Code Generation

Having familiarized with the data during interview and repeated listen to the
recorded audio tape, the study developed initial code for ease interpretation of the
data. The stage was used to group the basic ideas of the respondents into various
themes in line the variables of interest in the present study (Boyatzis, 1998). The
coding was done manually due small number of respondents of the study. The study
interviewed seven academic staff of the university cut across the various ranks.
 77

3.14.1.3 Themes Development

The basic theme was developed from the initial codes generated from the
stage two. This was done by listed the different codes across the data set for ease
understanding and to avoid overlapping of the themes. The codes were sorted into
potential themes, and collated into relevant themes. The themes were later
reclassified into collection of candidate themes, and sub-themes based on study of
Braun and Clarke (2006), and all extracts of data that have been coded in relation to
them. The themes were developed along the variables of interest in the present
study. The candidate themes include professional competence and teaching
environment while the sub-themes such as human competence, teaching
competence, evaluation competence, students’ characteristics, and size of class
room.

3.14.1.4 Revision of the Themes

The refinements of candidate themes were carried out at this stage. The stage
was used to realign the themes and collapse them to fit the variable of interest in the
present study. Two basic activities were carried out in the stage. These include
revision of the developed themes which involve reviewing at the level of the coded
data extracts. This was done by read all the collated extracts for each theme, and
considers whether they appear to form a coherent pattern. The second level was
consideration of entire data set. The consideration was given to validity of individual
themes in relation to the data set (Braun & Clarke, 2006).

3.14.1.5 Definition and Renaming of the Themes

The final definitions of themes were done here. This assisted in ensuring the
final themes were done in alignment with the key variables and sub-constructs used
in the present study. The essence of each theme was further identified and they were
 78

captured at appropriate aspect of the data. Unnecessary themes were later eliminated
by avoiding too diverse and complex themes.

3.14.1.6 Production of the Report

The report of the analyses was presented in Chapter four of the present study.
The presentation was done based on the candidate themes with sub-themes provided
the robustness analyses for the purpose of answering the research questions. The
findings from the analyses were later integrated with quantitative findings from the
secondary data.

3.15 Cut-off Point for Descriptive

Table 3.13 explains the cutoff point for the level of agreement and disagreement of
respondents to the research instrument as follows.

Items’ Threshold Interpretation

1.00 – 2.33 Negative / Low
2.34 – 3.66 Moderate
3.67 – 5.00 Positive / High
Source: Abdul Ghaffar (2003).

Table 3.13 shows the cutoff point for descriptive statistics used in the study. Items with 1.00
to 2.33 indicate that the respondents strongly disagree with the instrument items. Items with 2.34 to
3.66 indicate that the respondents neither agree nor disagree with the instrument items and items with
3.67 to 5.00 indicate that the respondents strongly agree with them.
 79

3.16 Correlation Threshold

Table 3.11 : Shows the correlation cutoff used in this study

Items’ Threshold Interpretation

0.91- 1.00 Very Strong
0.71-0.90 Strong
0.51 – 0.70 Moderate
0.31- 0.50 Weak
0.01 – 0.30 Very Weak
0.00 No Correlation
Source: Gravetter and Wallnau (2004).

Table 3.14 shows the cutoff point adopted in this study in accordance to Gravetter and
Wallnau (2004), 0.00 indicates no correlation and .91 to 1.00 indicates strong correlation.

3.17 Stepwise Regression

In order to achieve the main objective stated in the Chapter one, the present

study adopted stepwise regression method of analysis. The purpose is to assist in

modifying the estimate to the most important lecturers’ competences and teaching

environment factors that could explain the classroom teaching practice among the

academic staff at Albaha University. Stepwise regression combines both forward

and backward selection processes to eliminate less valuable variables from the

regression model and helps to come up with best set variables that could be used to

predict the relationship between dependent and independent variables (Field, 2013).

In stepwise regressions decisions about the order in which predictors are entered

into the model are based on a purely mathematical criterion and the researchers’

expectation of the outcome (Field, 2013).

 80

Another significance of stepwise method is that it prevents the danger of

over-fitting that is having too many variables in the model that essentially make

little contribution to predicting the outcome and under-fitting that is leaving out

important predictors the model (e.g., Field, 2013; Guyon, Saffari, Dror and Cawley,

2010). Another benefit of this methods is that it assists in figure out the contribution

of each variable in the model through the changes in R square from one model to

another during the estimations (King, Tomz, and Wittenberg, 2000; Tonidandel and

LeBreton, 2011). This would enable the researcher to recommend appropriate policy

and regulatory implications from the findings of the study.

3.18 Summary

This chapter discusses about the methodology that was used in this study. It sheds light on
the instruments of the study, the sample size and the sampling technique. It presents the protocol for
the proposed mixed method that was employed and the approach that was used for analyzing both
data uniquely.
 81

CHAPTER 4

DATA ANALYSIS AND FINDINGS

4.1 Introduction

The main objective of this study is to investigate lecturer professional competency and
teaching environment as determinants of classroom teaching practices in Saudi Universities. In order
to achieve this objective, 304 respondents were selected for quantitatively and 7 respondents were
chosen qualitatively of 1,226 lecturers at the Al-Baha University, Kingdom of Saudi Arabia. This
chapter analyzes the data based on the research questions and their research interviews. The analysis
of this study was in two ways. The first analysis included the Descriptive Statistics, Cronbach’s alpha,
One way Anova, regression analysis and Pearson Correlation using the Statistical Package for Social
Sciences (SPSS) software version 21 for windows by Newest. The chapter highlights the research
questions as follows:

I. What are the lecturers’ professional competence level regarding

teaching competence, human competence, technology competence,
evaluation competence, and cultural competence?
II. What are the lecturers’ teaching environment level regarding size of
class, control of teaching, students’ characteristics, support from
faculty, workload, and teaching out-of-field?
III. What are the lecturers’ classroom teaching practices level regarding
the use of teaching methods, response to students’ queries, control
students’ behavior, and teaching reflection?
IV. What is the relationship between professional competence and
lecturers’ classroom teaching practices?
V. What is the relationship between lecturers’ teaching environment and
their classroom teaching practices?
 82

VI. What is the relationship between lecturers’ professional competence,

lecturers’ teaching environment, and lecturers’ classroom teaching
practices?
VII. Are there any differences in lecturers’ professional competence based
on their background (teaching experience, position held, and number
of attendance in teaching & learning related courses/workshop)?
VIII. Are there any differences in lecturers’ classroom teaching practices
based on their background (teaching experience, position held,
and number of attendance in teaching & learning related
courses/workshop)?
IX. Are there any contribution of lecturers’ background, professional
competence and teaching environment towards lecturers’ classroom
teaching practice?
X. What is the framework for improving lecturers’ classroom teaching
practices?

The analysis of the current study is as follows.

4.2 Demography of Respondents for Quantitative Research

Descriptive statistics is defined as the statistical term which assists to describe and
summarize data in a meaningful way (Lund, 2013). In this study, the descriptive statistics was
employed to determine the respondents’ demographic who answered the questionnaire distributed to
them. Table 4.1 shows the frequency and percentage of the gender who participated in answering the
survey questionnaire.

Table 4.1 : The study sample distribution according to the gender

Gender Frequency Percentage %

Male 616 77
Female 184 23
Total 800 100.0
 83

Table 4.1 shows the characteristics of the study sample according to gender, the percentage
of male respondents who participated in the quantitative analysis was 77 % (n=616) and the
proportion for female respondents was 23% (n=184). The next table 4.2 shows the academic
qualification of the respondents.

Table 4.2 : The study sample distribution according to the Nationalities

Gender Frequency Percentage %

Saudi 524 65.5
Non-Saudi 276 34.5
Total 800 100.0

Table 4.2 shows the characteristics of the study sample according to nationality, the
percentage of local staff respondents who participated in the quantitative analysis was 65.5 % (n=524)
and the proportion for foreign staff respondents was 34.5% (n=276). The next table 4.3 shows the
academic qualification of the respondents.

Table 4.3: The study sample distribution according to the position

Position Frequency Percentage %

Lecturer 261 32.6
Assistant Prof 406 50.7
Assoc. Prof 129 16.1
Prof 4 0.5
Total 800 100.0

Table 4.3 shows the study sample distribution according to the position. The proportion of
respondents who are lecturers was 32.6% (n=261), the proportion of those who are Assistant
Professors was 50.7% (n=406), the proportion of those who are Associate Professors was 16.1%
(n=129) and the percentage of those who are Professors was 0.5% (n=4). In addition to that, Table 4.4
explains the teaching experience of the respondents.
 84

Table 4.4 : The study sample distribution according to the teaching experience

Teaching Percentage Std.

Frequency Minimum Maximum Mean
Experience % Deviation
From 1 to 5
130 16.3
years
From 6 to
136 17.0
10 years
From 11 to 1 48 17.05 10.36
104 13.0
15 years
More than
430 53.7
15
Total 800 100.0

Table 4.4 shows that the respondents’ teaching experience ranges between 1 and 48 with a
mean of 17.05 and a standard deviation of 10.36, the respondents with teaching experience more that
15 years have percentage of 53.7% (n=430), the percentage of those who have 11 to 15 years of
teaching experience was 13.0% (n=104), the percentage of those who has teaching experience from 6
to 10 years was 17.0% (n=136) while the percentage of those who have between 1 to 5 years teaching
experience was 16.3% (n=130). The next Table 4.5 explains teaching practices courses attended by
the respondents.

Table 4.5: The study sample distribution according to teaching and learning courses
attended

Courses Frequency Percentage %

Yes 455 56.9
No 345 43.1
Total 800 100.0

Table 4.5 shows the characteristics of the study sample according to courses in teaching and
learning they have attended, the percentage of those who have attended teaching and learning courses
related was 56.9% (n=455) and the percentage of respondents who have not attended or yet to attend
teaching and learning courses related was 43.1% (n=345). The subsequent Table 4.6 explains the
number of teaching and learning courses attended by the respondents.

Table 4.6: The study sample distribution according to number of teaching and
learning courses attended

No. Of Courses Attended Frequency Percentage %

One Course 108 23.7
Two Courses 79 17.4
 85

Three Courses 79 17.4

Four Courses and more 189 41.5
Total 455 100.0

Table 4.6 shows the characteristics of the study sample according to number of teaching and
learning courses the respondents have attended, according to this table, the percentage of respondents
who have attended four courses and more in teaching and learning was 41.5% (n= 189), the
proportion of respondents who have attended one course in teaching and learning was 17.4% (n=79),
the proportion of respondents who have attended two courses in teaching and learning was 17.4%
(n=79) and the percentage of respondents who have attended three courses in teaching and learning
was 23.7% (n=108). The next table 4.7 explains the period of course the respondents attended.

Table 4.7: The study sample distribution according to the period of courses attended

Period of courses attended Frequency Percentage %

Less than a Week 251 55.2
One Week 101 22.2
Two Weeks 33 7.3
Three Weeks and more 70 15.4
Total 455 100.0

Table 4.7 shows the characteristics of the study sample according to the period of courses
they have attended. The proportion of respondents who attended teaching method or technology less
than a week was 55.2% (n=251), the proportion of those who attended that course for one week was
22.2% (n=101), whereas the proportion of attended the said course for two weeks was 7.3% (n = 33)
and the percentage of those who attended the said course for three weeks and more was 15.4% (n =
70).

4.3 Normality Test of Data

Lecturers’ professional competence regarding teaching competence, human competence,

technology competence, evaluation competence, and cultural competence

Normality of data collected is measured with skewness and kurtosis. Skewness and Kurtosis
are one of the two ways for measuring data test of normality. This measure tells the data shape as in
Bell Curve (Coakes & Steed, 2004). A standard threshold of ± 2.58 for both skewness and kurtosis
 86

points to the rejection of the data at the 0.01 probability level while ± 1.96 points to the acceptance of
data at 0.05 (Hair, Black, Babin, Anderson &Tatham, 2006).

Figure 4.1 Histogram explaining the professional competence

Figure 4.1 shows that majority of the respondents agreed with the statements worded for
professional competence.
 87

Figure 4.2 Histogram explaining the teaching environment

Figure 4.2 shows that majority of the respondents agreed with the statements worded for
teaching environment.
 88

Figure 4.3 Histogram explaining the classroom teaching practices

Figure 4.3 shows that majority of the respondents agreed with the statements worded for
classroom teaching practices.

In fulfilling this threshold, the skewness and kurtosis for this study was carried out for all the
constructs of the study and their variables as follows. Table 4.7 shows the composite score for mean,
standard deviations and rank for the sub constructs under professional competence on 5-point Likert
Scale.

4.4 Descriptive Analysis

In this section, descriptive statistics was employed to answer research question one, two and
three.
 89

4.4.1 Research Question 1

What are the lecturers’ professional competence level regarding teaching competence, human
competence, technology competence, evaluation competence, and cultural competence? This question
was answered by considered the individual competences and the overall competence. The results of
the individual compnents are attached as appendix while the overall level of professional competence
is exhibited in the Table 4.8.

4.4.2 Overall Results for the Sub Construct of Professional Competence

Table 4.8: Mean and rank for sub constructs under professional competence

Professional Competence Mean Level Rank

Human Competence 4.18 High 1
Teaching Competence 3.88 High 2
Cultural Competence 3.87 High 3
Evaluation Competence 3.66 Moderate 4
Technology Competence 3.53 Moderate 5
Overall 3.82 High

Results in Table 4.8 show that human competence came in the first place with a mean of 4.18
and, teaching competence occupies the second place with a mean of 3.88, cultural competence came
in third place with a mean of 3.87, evaluation competence came in fourth place with a mean of 3.66
while technology competence came in the fifth place with a mean of 3.53. The normality of data for
each sub construct is analysed as above. According to Table 4.8 also, the results of human
competence, teaching competence, and cultural competence are high while the results of evaluation
competence and technology competence are moderate. Finally the overall of professional competence
is high (Abdul Ghaffar, 2003). Further, the results from the interview analyses show that four out of
seven respondents placed more emphasises on teaching competence whereas three repondents
emphasised more on human competence and evaluation competence. The technology and cultural
competence were considered less importance as only two of the respondents give more attentaion to
them during the interview sessions.

RQ2: What are the Lecturers’ Teaching Environment Level Regarding Size of
Class, Control of Teaching, Students’ Characteristics, and Support from
Faculty, Workload and Teaching Out-of-Field?
 90

This question was answered by considered the individual competences and the overall level
of teaching environment. The results of the individual compnents are attached as appendix while the
overall level of teaching environment is presented the Table 4.9.

4.4.3 Overall Results for the Sub Construct of Teaching Environment

Table 4.9: Mean and rank for sub constructs under teaching environment

Teaching Environment Mean Level Rank

Control of Teaching 3.66 Moderate 1
Students’ Characteristics 3.57 Moderate 2
Size of Class 3.53 Moderate 3
Workload 3.11 Moderate 4
Teaching out-of- field 2.99 Moderate 5
Support from faculty 2.94 Moderate 6
Over all 3.30 Moderate

Results in Table 4.9 show that control of teaching came in the first place with a mean of 3.66,
students’ characteristics occupies the second place with a mean of 3.57, size class came in the third
place with a mean of 3.53, workload came in the fourth place with a mean of 3.11, teaching out- of-
field came in the fifth with a mean of 2.99 and support from faculty came in the sixth place with a
mean of 2.94. The normality of data for each sub construct is analysed as above. Table 4.9 also shows
that the results of Control of Teaching, Students’ Characteristics, Size of Class, Workload, Teaching
out-of- field and Support from faculty are moderate. Finally the overall of teaching environment is
moderate (Ghaffar, 2003). Further, the results from the interview analyses show that four out of seven
respondents placed more emphasises on control of teaching while three repondents emphasised more
on size of class. Students’ Characteristics, Support from faculty and Teaching out-of- field were
emphasized more by two respondents each. The less considered component in this group was
Workload with only one respondent considered as important component.

RQ3: What are the Lecturers’ Classroom Teaching Practices Level Regarding
the Use of Teaching Methods, Response to Students’ Queries, Control
Students’ Behavior and Teaching Reflection?
 91

This question was answered by considered the sub components and the overall level of
classroom teaching practice among the academic staff. The results of the individual compnents are
attached as appendix while the overall level of classroom teaching practice is presented the Table
4.10.

Overall Results for the Sub Construct of Classroom Teaching Practices

Table 4.102: Mean and rank for sub constructs under classroom teaching practices

Classroom Teaching Practices Mean Level Rank

Response to Students’ query 4.18 High 1
Teaching Reflection 3.86 High 2
Use of Teaching Method 3.83 High 3
Control of Student’s Behavior 3.56 Moderate 4
Overall 3.86 High

Results in Table 4.10 show that response to students’ query came in the first place with a
mean of 4.18, teaching reflection occupies the second place with a mean of 3.86, use of teaching
method came in the third place with a mean of 3.83 and control of students’ behavior came in the
fourth place with a mean of 3.56. The normality of data for each sub construct is analysed as above.
Table 4.10 also that, the results of Response to Students’ query, Teaching Reflection and Use of
Teaching Method are high while that of Control of Student’s Behavior are moderate. Finally the
overall of classroom teaching practices is high (Ghaffar, 2003).

4.5 Inferential Analysis

This section explains the statistical analyses used to answer the research question four, five,
six, seven, eight, nine, and their hypotheses. Table 4.11 shows the threshold of item correlation
according to Gravetter and Wallnau (2004).

Table 4.113 : The threshold of item correlation according to Gravetter and Wallnau

Items’ Threshold Interpretation

0.91- 1.00 Very Strong
0.71-0.90 Strong
0.51 – 0.70 Moderate
 92

0.31- 0.50 Weak

0.01 – 0.30 Very Weak
0.00 No Correlation
Source: Gravetter and Wallnau (2004).

RQ4: What is the relationship between professional competence and lecturers’ classroom
teaching practices?

Hypothesis one answers research question four:

H01: There is no significant relationship between lecturers’ professional competence and

their classroom teaching practices.

In order to investigate the relationship between lecturers’ professional competence and their
classroom practices, Pearson correlation was run and its results are as shown in Table 4.12.

Table 4.12: Pearson correlation between lecturers’ professional competence and

their classroom teaching practices
Pearson Correlations matrix
Professional Competence Class room Teaching Practices
Professional Competence 1
Class room Teaching Practices 0.881** 1
Obs. 800 800
**. Correlation is significant at the 0.01 level (2-tailed).

The result of Pearson correlation on the relationship between lecturer’s professional

competence and classroom teaching practices is presented in the Table 4.12. The result reveals a
significant positive relationship between the two variables and 1% level. Hence, there was a strong,
positive correlation between the two variables, r = 0.881, n = 800, p < 0.001 (Gravetter & Wallnau,
2004). The implication of this finding is that the higher the lecturer’s professional competence, the
better would be classroom teaching practices. The study therefore rejects the null hypothesis one of no
significant relationship between lecturer’s professional competence and classroom teaching practices.

RQ5: What is the relationship between lecturers’ teaching environment and

their classroom teaching practices?
 93

Hypothesis two answers research question five:

H02: There is no significant relationship between lecturers’ teaching environment and their
classroom teaching practices.

In order to investigate the relationship between lecturers’ teaching environment and their
classroom teaching practices, Pearson correlation was run and its results are as shown in Table 4.13.

Table 4.134 : Pearson correlation between lecturers’ teaching environment and their
classroom teaching practices

Classroom teaching
Teaching environment
practices

Teaching environment 1 0.416**

Classroom teaching practices 1
Obs. 800 800
**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.13 shows that there is a statistically significant positive correlation between
lecturer’s teaching environment and lecturer’s classroom teaching practices (r = 0.41**, p < .000).
The relationship found between teaching environment and lecturer’s classroom teaching practices are
weak (Gravetter & Wallnau, 2004). This means that the hypothesis number two is rejected because
there is a significant but weak relationship between teaching environment and classroom teaching
practices.

RQ6: What is the relationship between lecturers’ professional competence,

lecturers’ teaching environment, and lecturers’ classroom teaching practices?

Hypothesis three answers research question six:

H03: There is no significant relationship between lecturers’ professional competence,

lecturers’ teaching environment, and lecturers’ classroom teaching practices.

In order to investigate the relationship between lecturers’ professional competence, lecturers’

teaching environment and their classroom teaching practices, Pearson correlation was run and its
results are as shown in Table 4.14.
 94

Table 4.145 : Pearson correlation between lecturers’ professional competence,

teaching environment and classroom teaching practices
Classroom
Professional Teaching
teaching
competence environment
practices
Lecturers’ professional
1 0.364** 0.881**
competence
Teaching environment 1 0.416**
Classroom teaching
1
practices
**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.14 shows that there is a statistically significant positive correlation between
lecturers’ professional competence and their teaching environment (r = 0.364**, p < .000). The
relationship found between professional competence and teaching environment is weak (Gravetter &
Wallnau, 2004). Also, Table 4.14 shows that there is a statistically significant relationship between
lecturers’ professional competence and their classroom teaching practices (r = 0.881**, p < .000). The
relationship found between lecturers’ professional competence and their classroom teaching practices
is strong (Gravetter & Wallnau, 2004). Additionally, Table 4.14 shows that there is a statistically
significant relationship between lecturers’ teaching environment and their classroom teaching
practices (r = 0.416**, p < .000). The relationship found between teaching environment and lecturer’s
classroom teaching practices is weak (Gravetter & Wallnau, 2004). This means that the hypothesis
number three is rejected because there is a strong relationship between teaching environment and
classroom teaching practices.

RQ7: Are there any differences in lecturers’ professional competence based on

their background (teaching experience, position held, and number of
attendance in teaching, learning related courses/workshop and Nationality)?.

Hypothesis four answers research question seven:

HO41: There is no significant difference in lecturers’ professional competence based on their

teaching experience.

HO42: There is no significant difference in lecturers’ professional competence based on their

position held.
 95

HO43: There is no significant difference in lecturers’ professional competence based on the

number of teaching and learning related courses or workshop they attended.

HO44: There is no significant difference in lecturers’ professional competence based on the

nationalities

In an attempt to answer the research question seven above, the researcher used the " One way
ANOVA” to determine the level of significance differences between mean scores of the respondents’
responses in regard to professional competence based on their background (teaching experience,
position held, and number of courses attended) because the sample was selected only from one
university. Table 4.15, 4.17, 4.19 and 4.21 respectively show the results of the One way ANOVA run
for lecturer’s teaching experiences, position held and number of course attended, meanwhaile, T. test
for the nationalty.

A. Differences in lecturers’ professional competence based on Teaching

Experience

Table 4.156 : One way ANOVA for differences in accordance with teaching
experience
ANOVA
Between Groups Within Groups Total
Sum of Squares 29.808 424.896 454.704
df 3 796 799
Mean Square 9.936 0.534
F-stat. 18.614
P-Value .000

The results of one way analysis of variance on the variation in lecturer’s professional
competence based on their teaching experiences among the lecturers at Al-Baha University in the
Kingdom of Saudi Arabia is presented in the Table 4.15. There was a statistically significant
difference at p≤ 0.001 level in lecturers’ professional competence based on their teaching experience:
F (3,796) =18.614, p=0.001. This means that the hypothesis number 4 1 is rejected because there is a
statistically significant difference in lecturers’ professional competence based on their teaching
experience. In order to determine the actual difference, the study conducted Post-Hoc using LSD
estimator. The result of this estimation is presented in table 4.16.
 96

Table 4.167 : Post hoc test using LSD estimator

Mean
Teaching experience Difference Std. Error Sig.
lees than 5 yeers from 6-10 yeers -.11305 .08962 .208
from 11 -15 yeers -.23467* .09612 .015
more than 15
.25834* .07313 .000
yeers
from 6-10 yeers lees than 5 yeers .11305 .08962 .208
from 11 -15 yeers -.12162 .09517 .202
more than 15
.37139* .07188 .000
yeers
from 11 -15 yeers lees than 5 yeers .23467* .09612 .015
from 6-10 yeers .12162 .09517 .202
more than 15
.49301* .07984 .000
yeers
more than 15 yeers lees than 5 yeers -.25834* .07313 .000
from 6-10 yeers -.37139* .07188 .000
from 11 -15 yeers -.49301* .07984 .000
*. The mean difference is significant at the 0.05 level.

The table 4.16 shows the result of Post Hoc comparisons using LSD test indicated
that the significant difference exist only between teaching experience over and
above 15 years compare to less than 15 years. That is, there are statistically
significant differences in lecturers’ professional competences between more 15
years and less than 5years; more 15 years and from 6-10years; and more 15 years
and from 11-15years, all at 1% level of significance.

B. Differences in lecturers’ professional competence based on Position

Table 4.178 : One way ANOVA for differences in accordance with position

ANOVA
Between Groups Within Groups Total
Sum of Squares 29.479 425.225 454.704
df 3 796 799
Mean Square 9.826 0.534
F 18.394
Sig. 0.000
 97

The results of one way analysis of variance on the variation in lecturer’s professional
competence based on their positions among the lecturers at Al-Baha University in the Kingdom of
Saudi Arabia is presented in the Table 4.17. There was a statistically significant difference at p≤ 0.001
level in lecturers’ professional competence based on their teaching experience: F (3,796) =18.394,
p=0.001. This means that the hypothesis number 4 2 is rejected because there is a statistically
significant difference in lecturers’ professional competence based on their position. In order to
determine the actual difference, the study conducted Post-Hoc using LSD estimator. The result of this
estimation is presented in table 4.18.

Table 4.189 : Post Hoc Test using LSD estimator

Mean
Position Std. Error Sig.
Difference
Assistant Prof -.02195 .05799 .705
Lecturer Assoc. Prof .50156* .07866 .000
Prof -.36138 .36824 .327
Lecturer .02195 .05799 .705
Assistant
Assoc. Prof .52352* .07387 .000
Prof
Prof -.33942 .36724 .356
Lecturer -.50156* .07866 .000
Assoc. Prof Assistant Prof -.52352* .07387 .000
Prof -.86294* .37107 .020
Lecturer .36138 .36824 .327
Prof Assistant Prof .33942 .36724 .356
Assoc. Prof .86294* .37107 .020
*. The mean difference is significant at the 0.05 level.

The table 4.18 shows the result of Post Hoc comparisons using LSD test indicated that the
significant difference exist only between Associate Prof. and other categories of positions. That is,
there are statistically significant differences in lecturers’ professional competences between Assoc.
Prof. and lecturer, Assistant Prof and Prof. respectively as 1%, 1% and 5% level of significant.

C. Differences in lecturers’ professional competence based on Number of

courses attended
 98

Table 4.19: One way ANOVA for differences in accordance with Number of
courses attendance
ANOVA
Between Within Groups Total
Groups
Sum of Squares 7.818 161.033 168.851
Df 3 451 454
Mean Square 2.606 0.357
F 7.299
Sig. 0.000

The results of one way analysis of variance on the variation in lecturer’s professional
competence based on number of courses taught by lecturers at Al-Baha University in the Kingdom of
Saudi Arabia is presented in the Table 4.19. There was a statistically significant difference at p≤ 0.001
level in lecturers’ professional competence based on their number of courses attendance: F (3,451)
=7.299, p<0.01. This means that the hypothesis number 4 3 is fail to be rejected because there is no
statistically significant difference in lecturers’ professional competence based on number of courses
attendance. In order to determine the actual difference, the study conducted Post-Hoc using LSD
estimator. The result of this estimation is presented in table 4.20.

Table 4.2010 : Post hoc test using LSD estimator

Mean
Number of Courses Difference Std. Error Sig.
One Course Two Courses .14895 .08846 .093
*
Three Courses -.21603 .08846 .015
Four Courses and more *
-.16986 .07208 .019
Two Courses One Course -.14895 .08846 .093
*
Three Courses -.36498 .09508 .000
Four Courses and more -.31881 *
.08006 .000
*
Three Courses One Course .21603 .08846 .015
*
Two Courses .36498 .09508 .000
Four Courses and more .04617 .08006 .564
Four Courses and One Course .16986* .07208 .019
more Two Courses .31881* .08006 .000
Three Courses -.04617 .08006 .564
*. The mean difference is significant at the 0.05 level.

The result of Post Hoc in table 4.20 shows the comparisons using LSD test indicated that the
significant difference exist between those attended two and others at significant level of statistics.
 99

The next section discusses the results of retionlationship among the three main variables of the present
study.

D. Differences in lecturers’ professional competence based on nationalities

Table 4.21: Independent t test differences in professional competence based on

Nationalities
Levene's Test
Nationality for Equality of
Variances
Equal
Saudi Non Saudi variances
assumed
Mean SD N Mean SD N F Sig t-test df
Professional
3.72 0.71 524 4.04 0.8 276 .489 .485 -5.77* 797
competence
*The mean difference is significant at the 0.05 level

The result of an independent-samples t-test in table 4.21 was conducted to compare the
professional competence for Saudis and Non-Saudis academic staff at Al-baha University. The result
of Levene's Test for Equality of Variances indicate the equality of variance between the two group
(F=0.489, p>0.05), thus confirm the assumption for the use of t statistics. Beside, the result reveals
that there is significant difference in scores for Saudi (M = 3.72, SD = 0.71, N=524) and Non-Saudis
(M = 4.04, SD =0.80, N= 276; t (797) = -5.77, p = .0.000, two-tailed). This means that the hypothesis
number 44 is rejected because there is statistically significant difference in lecturers’ professional
competence based on their nationality.

RQ8: Are there any differences in lecturers’ classroom practice based on their
background (teaching experience, position held, number of attendance in
teaching and learning related courses/workshop and Nationality)?

Hypothesis five answers research question eight

H051: There is no significant difference in lecturers’ classroom teaching practices based on

their teaching experience.
 100

HO52: There is no significant difference in lecturers’ classroom teaching practices based on

their position held.

HO53: There is no significant difference in lecturers’ classroom teaching practices based on

the number of teaching and learning related courses or workshop they attended.

H054: There is no significant difference in lecturers’ classroom teaching practices based on

nationality.

In an attempt to answer the research question eight above, the researcher used the " One way
ANOVA” to determine the level of significance differences between mean scores of the respondents’
responses in regard to lecturers’ classroom teaching practices based on their background (teaching
experience, position held, and number of courses attended) because the sample was selected only from
one university. Table 4.22, 4.24, 4.27 and 4.29 respectively show the results of the one way ANOVA
run for lecturer’s teaching experiences, position held and number of course attended, meanwhaile, T.
test for the nationalty.

a. Differences in lecturers’ classroom practices based on teaching experience

Table 4.22: One way ANOVA for differences in accordance with teaching
experience
ANOVA
Between Within Groups Total
Groups
Sum of Squares 13.428 267.052 280.480
Df 3 796 799
Mean Square 4.476 0.335
F 13.342
Sig. .000

The results of one way analysis of variance on the variation in lecturer’s classroom teaching
practices based on their teaching experiences among the lecturers at Al Baha University in the
Kingdom of Saudi Arabia is presented in the table 4.22. There was a statistically significant difference
at p≤ 0.001 level in lecturers’ classroom teaching practices based on their teaching experience: F
(3,796) =13.342, p=0.001. This means that the hypothesis number 5 1 is rejected because there is a
statistically significant difference in lecturers’ classroom teaching practices based on their teaching
experience. In order to determine the actual difference, the study conducted Post-Hoc using LSD
estimator. The result of this estimation is presented in table 4.23.
 101

Table 4.23: Post hoc test using LSD estimator

Mean Std.
Teaching experience Difference Error Sig.
lees than 5 yeers from 6-10 yeers .04817 .07105 .498
from 11 -15 yeers -.05303 .07620 .487
more than 15 yeers .25672* .05797 .000
from 6-10 yeers lees than 5 yeers -.04817 .07105 .498
from 11 -15 yeers -.10120 .07545 .180
*
more than 15 yeers .20855 .05698 .000
from 11 -15 yeers lees than 5 yeers .05303 .07620 .487
from 6-10 yeers .10120 .07545 .180
*
more than 15 yeers .30975 .06329 .000
*
more than 15 yeers lees than 5 yeers -.25672 .05797 .000
*
from 6-10 yeers -.20855 .05698 .000
from 11 -15 yeers -.30975* .06329 .000
*. The mean difference is significant at the 0.05 level.

The table 4.23 shows the result of Post Hoc comparisons using LSD test indicated that the
significant difference exist only between teaching experience over and above 15 years compare to less
than 15 years. That is, there are statistically significant differences in lecturers’ classroom teaching
practices between more 15 years and less than 5years; more 15 years and from 6-10years; and more
15 years and from 11-15years, all at 1% level of significance.

b. Differences in lecturers’ classroom practices based on Position

Table 4.24: One way ANOVA for differences in accordance with position

ANOVA
Between Within Groups Total
Groups
Sum of Squares 15.061 265.419 280.480
Df 3 796 799
Mean Square 5.020 0.333
F 15.056
Sig. 0.000

The results of one way analysis of variance on the variation in lecturer’s classroom teaching
practices based on their positions among the lecturers at Al-Baha University in the Kingdom of Saudi
Arabia is presented in the Table 4.24. There was a statistically significant difference at p≤ 0.001 level
in lecturers’ classroom teaching practices based on their position: F (3,796) =15.056, p<0.001. This
means that the hypothesis number 52 is rejected because there is a statistically significant difference in
 102

lecturers’ classroom teaching practices based on their position. In order to determine the actual
difference, the study conducted Post-Hoc using LSD estimator. The result of this estimation is
presented in table 4.25.

Table 4.2511 : Post hoc test using LSD estimator

Mean
Position Difference Std. Error Sig.
Lecturer Assistant Prof .02151 .04581 .639
*
Assoc. Prof .38091 .06215 .000
Prof -.22948 .29093 .430
Assistant Prof Lecturer -.02151 .04581 .639
*
Assoc. Prof .35940 .05836 .000
Prof -.25099 .29014 .387
*
Assoc. Prof Lecturer -.38091 .06215 .000
*
Assistant Prof -.35940 .05836 .000
*
Prof -.61039 .29316 .038
Prof Lecturer .22948 .29093 .430
Assistant Prof .25099 .29014 .387
*
Assoc. Prof .61039 .29316 .038
*. The mean difference is significant at the 0.05 level.

The table 4.25 shows the result of Post Hoc comparisons using LSD test indicated that the
significant difference exist only between Associate Prof. and other categories of positions. That is,
there are statistically significant differences in lecturers’ classroom teaching practices between Assoc.
Prof. and lecturer, Assistant Prof and Prof. respectively as 1%, 1% and 5% level of significant.

c. Differences in lecturers’ classroom practices based on Courses attended

Table 4.26: One way ANOVA for differences in accordance with courses attended

ANOVA
Between Within Groups Total
Groups
Sum of Squares 5.535 105.317 110.852
Df 3 451 454
Mean Square 1.845 0.234
F 7.901
Sig. 0.000
 103

Table 4.26 shows there is statistically significant difference at p≤ 0.01 level in lecturers’
classroom teaching practices based on the courses attended [F (3,451) = 7.901, p> 0.01]. This means
that the hypothesis number 53 is rejected because there is statistically significant difference in
lecturers’ classroom teaching practices based on courses attended. In order to determine the actual
difference, the study conducted Post-Hoc using LSD estimator. The result of this estimation is
presented in table 4.27.

Table 4.2712 : Post hoc test using LSD estimator

Mean Std.
Number Of Courses Difference Error Sig.
One Course Two Courses 0.04662 0.07154 0.515
*
Three Courses -.027958 0.07154 0.000
*
Four Courses and more -.013385 0.05829 0.022
Two Courses One Course -0.04662 0.07154 0.515
Three Courses -0.32619* 0.07689 0.000
Four Courses and more -0.18047* 0.06474 0.006
*
Three Courses One Course 0.27958 0.07154 0.000
*
Two Courses 0.32619 0.07689 0.000
*
Four Courses and more 0.14572 0.06474 0.025
*
Four Courses and One Course 0.13385 0.05829 0.022
more *
Two Courses 0.18047 0.06474 0.006
*
Three Courses -0.14572 0.06474 0.025
*. The mean difference is significant at the 0.05 level.

The table 4.27 shows the result of Post Hoc comparisons using LSD test indicated that the
significant difference exist for the benefit of those who attended three courses compare to others. That
is, there are statistically significant differences in lecturers’ classroom teaching practices among the
academic staff base on number of courses attended. The result indicates difference across the courses,
especially those attended three or more course are significantly different from those attended lower
numbers.

D. Differences in lecturers’ classroom practices based on nationalities

 104

Table 4.28: Independent t test differences in lecturers’ classroom practices based

on Nationalities
Levene's Test
Nationality for Equality of
Variances
Equal
Saudi Non Saudi variances
assumed
Mean SD N Mean SD N F Sig t-test df
Classroom
3.80 0.56 524 3.98 0.63 276 .676 .411 -4.108 797
practices
*The mean difference is significant at the 0.05 level

The result of an independent-samples t-test in table 4.28 was conducted to compare the
lecturers’ classroom practices for Saudis and Non-Saudis academic staff at Al-baha University. The
result of Levene's Test for Equality of Variances indicate the equality of variance between the two
group (F=0.676, p>0.05), thus confirm the assumption for the use of t statistics. Beside, the result
reveals that there is significant difference in scores for Saudi (M = 3.80, SD = 0.56, N=524) and Non-
Saudis (M = 3.98, SD =0.63, N= 276; t (797) = -4.108, p = .0.000, two-tailed). This means that the
hypothesis number 54 is rejected because there is statistically significant difference in lecturers’
classroom practices based on their nationality.

RQ9: Are there any contribution of lecturers’ background, professional

competence and teaching environment towards lecturers’ classroom teaching
practice?

Hypothesis six answers research question nine

H06: Lecturers’ background, professional competence, and teaching environment do not

contribute to their classroom teaching practices.

In an attempt to answer the research question nine above, the researcher used the Multiple
Linear Regression to investigate the contribution of lecturer’s background, professional competence
and teaching environment towards lecturers’ classroom teaching practice. The estimation is done by
looking at the aggregate figure of the main components before the individual item. The findings are
discussed in the next subsection.
 105

The regression result of the aggregated figure is Table 4.29 and the finding reveal all the
three main components, the professional competent, teaching environment and background are
statistically significantly explain the lecturers’ classroom teaching practices. All the components are
significant at 1% level.

Table 4.2913 : Summary of the regression results on aggregated figures

Coefficient Std. Error T-value Prob.

(Constant) 1.144 0.16 7.137 0.000
Background 0.117 0.031 3.729 0.000
Professional
0.526 0.039 13.666 0.000
Competence
Teaching Environment 0.212 0.032 6.63 0.000
R Square 0.79
Adjusted R Square 0.789
F Statistic 999.18
Prob. (F Stat.) 0.000

The results fail to confirm the hypothesis six of lecturer’s background; professional
competence and teaching environment do not contribute to their classroom teaching practices. Thus,
the study rejects the hypothesis. The combination of the three variables explain the classroom
teaching practices by 78.9% as reveal by the adjusted R square while the model fitness is statistically
significant as measured by the F statistics (F=999.18, P< 0.0001).

However, in order to establish the specific influence of each of the variables, the study
conducted a further multiple linear regression and the result of the estimation is presented in the table
4.30.
 106

Table 4.3014 : Summary of the regression results base on subcomponents figures

Coefficient Std. Error T-value Prob.

(Constant) 0.2508 0.128 1.9592 0.0507
Position 0.0211 0.022 0.9405 0.3475
No. Of Courses Attended 0.0551 0.011 5.1951 0.0000
Teaching experience -0.0418 0.013 -3.2043 0.0015
Nationality 0.144 0.101 1.424 0.157
Teaching Competence 0.1584 0.038 4.2154 0.0000
Human Competence 0.2604 0.035 7.5029 0.0000
Technology Competence -0.0561 0.018 -3.0547 0.0024
Evaluation Competence 0.0631 0.030 2.0984 0.0364
Cultural Competence 0.1386 0.025 5.4483 0.0000
Size of Class 0.0555 0.023 2.4637 0.0141
Student Characteristics 0.1765 0.019 9.1397 0.0000
Support from faculty 0.0440 0.015 2.9505 0.0033
Teaching out-of- Field 0.0121 0.016 0.7413 0.4589
Control of Teaching 0.0882 0.025 3.5154 0.0005
Workload 0.0015 0.012 0.1197 0.9048

R Square 0.801
Adjusted R Square 0.795
F 126.612
Sig. 0.0000
Durbin-Watson 1.611

The results reveal that all the subcomponents under professional competence are statistically
significant in explaining the classroom teaching practices. Though, human competence, teaching
competence, technology competence and cultural competence are at 1%, while evaluation competence
is significant at 5%. This finding is in line with the aggregated figure explains in the previous section
in the Table 4.30.

The result also exhibit that out of six components under the teaching environment, four (size
of class, student characteristics, support from faculty and control of teaching) of the subcomponents
have positive significant impact on the classroom teaching practice. While student characteristics,
support from faculty and control of teaching are significant at 1%, size of class is at 5%. Also, two out
four components of background are statistically explaining the classroom teaching practices. While
number of courses attended is positively significant at 1%, teaching experience has negative
 107

raltionship with classroom teaching practice. To answer research question ten, the study proposes a
new framework that would improve the lecturer’s classroom teaching practices as follows:

Teaching Experience
Lecturers’ Background
No of courses attended

Teaching Competence

Human Competence

Techn Competence
Professional competence
Evaluate Competence Classroom Teaching
Practices
Cultural Competence

Size of class

Students’ Characteris

Teaching Environment Support from faculty

Control of Teaching

Figure 4.4 The proposed framework

The new framework is arrived at after elimination of all sub components that do not
significantly influence the classroom teaching practices based on the regression result presented in the
table 4.30. To determine the individual contribution of the above significant variables on the
classroom teaching practices, a stepwise linear regression analysis was conducted. The result of
stepwise is shown in the table 4.31.
 108

Table 4.31: The result of stepwise

R
R Adjusted F Sig. F
Model Variables R Square
Square R Square Change Change
Change
Human
0.796 0.633 0.632 0.633 780.883 0.000
1 Competence
Cultural
0.836 0.698 0.697 0.065 98.125 0.000
2 Competence
Students’
0.860 0.740 0.738 0.041 71.726 0.000
3 Characteristics
No. Of Courses
0.877 0.770 0.768 0.030 58.627 0.000
4 Attended
Teaching
0.884 0.781 0.778 0.011 22.856 0.000
5 Competence
Teaching
0.887 0.786 0.783 0.005 11.251 0.001
6 experience
Control of
0.888 0.789 0.785 0.002 4.893 0.027
7 Teaching
Technology
0.890 0.793 0.789 0.004 8.929 0.003
8 Competence
Evaluation
0.892 0.796 0.792 0.003 7.008 0.008
9 Competence
Support from
0.893 0.798 0.793 0.002 4.512 0.034
10 faculty
11 Size of Class 0.895 0.800 0.795 0.002 5.453 0.020

A closer look at the table 4.31, it could be deduced that eleven items entered the model from
the stepwise analysis. The items were arranged in order of entrance in the table 4.29. The human
competence is the leading factor with about 63.3% influence on the classroom teaching practices, the
cultural competence contribute 6.5%, student characteristics 4.1%, number of cources attended 3.0%,
teaching competence 1.1%, teaching expericenc 0.5%, control of teaching 0.2%, technology
competence 0.4%, evaluation competence 0.3%, support from faculty 0.2% and size of class 0.2%.
This is diagrammatically presented in the figure 4.5.
 109

Lecturers’ Background
No of courses attended
3.0%

Teaching Experience
0.5%
3.5%

Professional Competence

Human Competence
63.3%

Cultural Competence
6.5% 71.2% Classroom Teaching
Teaching Competence
0.5% Practices (CTP)

Technology Competence
0.4%

Evaluation Competence
0.5%

Teaching Environment

Student Characteristics 4.7%

4.1%

Control of Teaching
0.2%

Support from Faculty

0.2%

Size of class
0.2%

Figure 4.5 The final framework after the elimination

Figure 4.5 is the proposed framework after the elimination of the statistically insignificant
items from the previous one. This model is based on results of stepwise regression estimate and serves
as basis for the proposed classroom teaching practice model proposed in the present study.
 110

4.6 Summary of Quantitative Findings

The quantitative analyses reveal that eleven items are statistically significant impact on the
classroom teaching practice following stepwise regression estimate. These include human
competence, cultural competence, evaluation competence, technology competence and teaching
competence from the professional competence group while control of teaching, support from faculty,
size of class and the student characteristics are from the lecturers’ teaching environment component.
Also, teaching experience and number of course attended are significant. The next section considers
the results from qualitative analyses.

4.7 Qualitative Analysis

This section consists of the analyses of the interview with seven respondents from Al-Baha
University, Kingdom of Saudi Arabia. The chapter discusses about the emerging themes from
respondent and the section concludes with a summary of the analyses.

The researcher collected the data through in-depth interviews with seven respondents through
structured interview questions made available by the researcher beforehand to the respondents. The
respondents involved in the research own a lecturing experience. The biography of the respondents
was mentioned in this study, their responses based on the interviews were presented in order and the
connotations used by the researcher in interviewing each respondent during the interview session were
also provided.

All these were involved in this study to provide a better understanding on the research
questions and appraise the quantitative results. In revealing the biographies of the respondents, the
interviewer had taken into consideration the ethical issues such as protecting the privacy and
confidentiality of the individual respondent and that the result of the study could be made available to
those respondents if needed.

4.7.1 Profile of the Respondents

Seven lecturers who are grounded in lecturing agreed to be interviewed. Their profiles are
shown in the Table 4.31. These individual scored high in the level of professional competence and
teaching environment. Their sections of options in the questionnaire provide basis for this conclusion.
 111

Table 4.151: Profile of the respondents

No Gender Faculty Position Teaching Level of Code

experience Edu. Degree
1 Male Faculty of Art Prof. 30 years PhD PROF
and
Humanities
2 Male Faculty of Assist. Prof. 20 years PhD ASSP1
Education
3 Male Faculty of Art Assoc. Prof. 27 years PhD ASCP1
and Sciences
4 Male Faculty of Assist. Prof. 17 years PhD ASSP2
Health Science
5 Male Faculty of Assoc. Prof. 29 years PhD ASCP2
Education
6 Male Faculty of Lecturer 13 years Master LECT1
Sciences
7 Male Faculty of Lecturer 15 years Master LECT2
Education

Table 4.31 shows the profile of the seven respondents selected from the different faculties at
Al-Baha University, Saudi Arabia. According to the table all the respondents have more than ten years
of lecturing experience in their various departments. For easy reference, a specific code is assigned to
those respondents besed on their positions. Code PROF for instance is for only Professor in the group.
ASCP1 and ASCP2 represent the two Associate Professors in the group while the ASSP1 and ASSP2
stand for the two Assistant Professors interviewed. Similarly, the two lecturers interviewed were
coded as LECT1 and LECT2, respectively.

The next section discusses the responses from the respondents based on the Interview
Questions as presented in the appendix.

4.7.2 Analysis of Responses from the Respondents

The present section exhibits the analyses of responses from the respondents. The analyses are
arranged in order of Research Questions for easy integration of findings with those quantitative
analyses presented in earlier in this chapter.

Interview Question 1: What are the important lecturers’ professional

competences you believe that can improve their
classroom teaching practices?
 112

The question centers on the Research Question 1. The responses would help to answer the
question regarding the factors that are likely to influence the professional competences among the
lecturer in the Universities which would have consequential effects on the classroom teaching
practices. All of the seven respondents gave their points of view regarding the possible factors that
could affect the lecturer’s professional competence. While there were divergent views as regard the
professional competence factors, the respondents believe that the lecturers’ professional competences
would impact on the effectiveness of classroom teaching practices.

The respondents identify lecturers’ professional competence factors such as teaching

competence, human competence, evaluation competence, technology competence, cultural
competence, among others. For easy presentation, the analyses were presented along the relevance
themes as suggested by the respondents on the lecturers’ professional competences factors. This is
also in line with the questionnaire in the quantitative analyses as follows.

4.7.2.1 Teaching Competence

Most of the respondents believe that teaching competence is the one of the attributes of
professional competence that could impact on the classroom teaching practice though there are
divergent views based on the example of the teaching competence suggested by them, they agreed on
the importance of this concept in the classroom teaching practice. One of them has this to say:

[ASCP1]…one of the best ways to manage the classroom is by giving

the students the overall objective of the topic before going into details.
Students, from my experience concentrate and pay more attention if
they have the clear understanding of the objective. Also, ability to
appreciate the intellectual capacity of the students is paramount to the
classroom managements (Associate Professor).

Similarly, another respondent argues that the best classroom practice depend on the
experience of the lecturers. He is opinion that the ability to understand the mode of the students
requires some level of experience from the lecturers. He specifically had this to say:

[Prof]…without adequate knowledge of teaching method which is

acquired gradually over time by lecturers, the students would be off
the trap in the classroom. This would make the class rowdy and the
 113

student would lose concentration and the focus of the lecture

(Professor).

Also, another respondent believes that an effective classroom could also be improved by
proper curriculum development. He has this to say:

[ASSP2] … the contents of the courses curriculum would assist greatly

in proper management of the class as this would make the lecturers
focused and have they lecture materials organized in sequential order.
(Assistant Professor)

Whereas, another respondent argued that encouraging students’ participation in the class
could improve effective classroom. He has this to say:

[LECT1]… carrying student along during the lectures is most effective

way of managing and ensuring best classroom practice. The class
would alive and the students would listen attentively to the lecturers
since they are expected to contribute to the discussions in the
classroom. (Lecture 1).

It could be deduced from the responses that the profession competence through teaching
competence has significant role in ensuring proper and best classroom teaching practice. The next
section focuses on the human competence as the factor of professional competence.

4.7.2.2 Human Competence

The responses regarding the human competence are grouped together in this section. The
respondents agreed on the importance of human competence as one of the construct of the
professional competence. They believe that the competence of the lecturers based on their individual
feature would greatly influence their professionalism. Specifically, one has this to say:

[LECT2]…the most important competence is the fear of Allaah, being

accountable to Him, responsible to Him. This would make the
 114

individual lecturer believe that whatever being earned unjustifiable

would be accounted for on the Day of Judgment (Lecturer).

The respondent believe that if the lecturers fear Allah, they would carry out their diligently
and impact knowledge on students with utmost good faith and this would influences their behaviors in
the classroom. In the same vein, the respondents are of view that a good interpersonal relationship
between the lecturers and students would make the atmosphere of lecture environment conducive for
both the lecturers and students. One of them specifically says:

[ASCP1]…a good lecturer would develop cordial relationship with his

students in order to create a good interaction. This would make the
students have free minds and concentrate more in the classroom. If the
lecturer is not friendly, many students would find difficulty in
understanding the lectures and this would make the classes not
interesting (Associate Professor).

As part of having good interaction with the students, some respondents suggested that
lecturers should make themselves available to students within working or nun working hours. This
could be done through email and other social media platforms. One has this to say:

[ASSP2]… it would be very necessary to carry the students along even

after official hours, especially by the use of information technology.
This would promote the human relation with the students and improve
the concentration in the classes and equally assist them in seeking
more clarifications when they are on self study. This could also reduce
a lot of controversies that could turn classroom into rowdy session and
encourage effective classroom management.

The importance of human competence as a component of professional competence is

discussed above. It could be drawn from the responses that this could be as a vital element as the
human capacity and competence of the lecturers would greatly assist in the development of other
professional competence attributes. The next section discusses the technology competence.
 115

4.7.2.3 Technology Competence

Apart from the human and teaching competences as discussed above, the respondents also
suggest that competencies in the used of technological gadgets would improve classroom practices
among the lecturers. Most of the technologies are provided by the Al-Baha University to ease the
lecturing activities and assist the lecturers to management the classroom practices. The university
provides training for the lecturers and students on the usage of these items and there is an agreement
among the respondents that have greatly benefitted from the gesture. One of them has this to say:

[PROF]… comparing this current era with analogy days of lecturing,

the classes are more effectively managed and students are better carry
along. The technology makes our job more friendly nowadays and less
energy is used to pass the message across to the students (Professor).

Similarly, another respondent claims that the use of smart board and computer can facilitate
the classroom teaching practice and made it more interactive. He concludes by saying:

[ASSP1]… smart board is very significant to the classroom teaching

practice as it facilitates students’ understandings and make them to
concentrate better. Also, the use of computer system has made the
classes more interesting to both the lecturers and students hence,
improve time management and enhance the coverage of curriculum.

4.7.2.4 Evaluation Competence

Evaluation competence is another area of professional competence that most of the

respondents emphasized on. They all believe that mode of evaluation of students would tremendously
influence the classroom practice. Using different methods of evaluation can widen the skill and
intelligence of the student and make them to concentrate more during the lecture hours. One of the
respondents says:

[PROF]… ability to employ various means of evaluations promotes

orderliness in the class. For instance, my students could not predict
when and how I would give them ‘surprise’--- I mean give them some
 116

class exercises such as presentations, quiz etc. hence, they are always
at alert and this promotes conducive atmosphere in the class
(Professor)

It could be seen that by adopting different evaluation methods would be able to promote
professional competence among the lecturers. This is basic skill the lecturers acquire overtime as
explained by the professor. Also, after the assessment feedback is consider as one of the evaluation
competence the university lecturers should considered. This is expected to promote cordial
relationship between the students and lecturers as the former could easily identified the areas of
shortcoming in performance and take precautionary measure in future. As pointed out by one of the
respondents:

[ASCP2]…I discovered based on my experience that students

participate in the class whenever their post evaluation mistakes are
being discussed.. They usually pay attention in the class in order to
understand why they committed mistakes in the assessment (Associate
Professor).

Conducting feedback assessment is considered at integral elements of the evaluation

competence which could affect the classroom practice. In addition, adopting multi-style questions is
one the concept most of the respondents believe to improve the classroom teaching practice. This
means, using the case study, true or false and multiple choice questions. One of them had this to say:

[ASSP2]…When students know that they would be assessed with

different examination and question techniques, they concentrate more
and try to ask as many questions as possible in the class. This is to
ensure that everyone would like to participate and the lecturer could
carry every student along.

4.7.2.5 Cultural Competence

There was an agreement on the cultural competence among the respondents as an important
factor that promotes management of classroom practice. Most of the universities in the kingdom
include Al-Baha admit students from different countries with different cultural backgrounds. The
lecturers are expected to develop competence towards the management of these diverged cultures.
 117

Respondents believe that the ability of lecturers to entertain and interact with the students from
multicultural background is required if the classroom is to be well managed. One of them has this to
say:

[LECT1]…understanding and observing the cultural differences

among the students promote best class room practice. I have one of my
classes’ students outside the kingdom with difference cultural
backgrounds; we manage the situation and even used some
vocabularies from these student cultures to explain some of the key
points in the class. I usually ask them to give us what a certain work
being called in their country. This promotes unity among the students
in particular and enhanc peaceful atmosphere in class generally.

The ability of lecturers to carry students from different culture along in the class is
considered significant in promoting the classroom teaching practice. These students hold different
cultural beliefs pertaining to issues and a well-competent lecturer could improve their understanding.
For instance, one of the respondents says:

[ASCP1]… utilizing cultural experience assists in pass across the

messages to students in the classroom. This makes them to feel equal
and not being short change in the class. They feel at home and
concentrate on their studies since there is no cultural discrimination.

4.7.3 Lecturers’ Teaching Environment

Having analysed the views of respondents on the influence of professional competence on

the classroom teaching practice, the current section presents the analyses of the responses on the
possible impact of the lecturer’s teaching environment on the classroom teaching practices among the
staff of Al-Baha University of Kingdom of Saudi Arabia. The findings from this section would be
used to complement the quantitative finding presented earlier and would be to answer to the research
question two presented in the introductory chapter.
 118

Interview Question 2: What are the important factors that you see should be
provided in teaching environment that can impact
positively on classroom teaching practices?

The question aims at derives the possible environmental factors that could determine the
effectiveness of the teaching practice among the staff of sampled university. All the respondents gave
their views regarding the possible factors that could affect the lecturer’s teaching environment.
Whereas, there were no consonant views as regard the environmental teaching factors as they offered
different examples, the respondents believe that the lecturers’ environment teaching would impact on
the effectiveness of classroom teaching practices. Meanwhile, size of class, control of teaching,
students’ characteristics, supports from faculty, workload, and teaching out-of-field are mentioned
frequently by the respondents during the face-to-face interview. Hence, for easy presentation, the
analyses were presented along the relevance themes as suggested by the respondents and this is also in
line with the questionnaire in the quantitative analyses.

4.7.3.1 Size of Class

Number of students in a given class is considered as one of the teaching environment that
could influence the proper management of classroom teaching practice. There generally a view among
the respondents that suggested the factor that reasonable number of students should be in a class in
order to proper control and monitor their behaviors. The class space is also considered as an
important factor of the size of class as this would ensure that lecturer cloud move freely within the
class when the lectures are going on. This would assist in the observation of the students’ disposition
towards the lectures. One of the respondents has this to say:

[LECT2]…I believe the lower the number of students the better the
coordination and monitoring in the class. The student’s performance
in the overall examination is usually better when the class size is
small. For instance, one could admit more quiz, class presentation,
home work etc if the class size is less (Lecturer).

Similarly, another respondent argues that:

[ASSP2]… the more spacious the classroom is, the better the control
and coordination in the class. For example, you do not need to stand
 119

at a spot when the lectures are ongoing. One could monitor the level of
participation of the students. Their handwriting could be monitored
and the deficiencies of each student could easily be identified and
corrected (Assistant Professor).

Another significance of the size of class put forward by the respondents is maximum number
of the students. Though while some suggest a number of not more than 25, some believe 30 could still
be manageable depending on the technicality of the subjects of discussion. One respondent states that:

[PROF]…based on my experience, I suggest a class of not than 25

students in any circumstance. This facilitates the effective teaching
practice and optimum productive capacity of the lecturer through a
better students’ performance (Professor).

4.7.3.2 Control of Teaching

The team explains the used of syllabus and teaching aids in the classrooms. The respondents
suggest strict adherent to course syllabus and other teaching aids such as text books and other
instructional technology recommended for the subject by the university authority. They are also
opinions that the use of audio and visual aids should be adequately provided and optimally utilized by
the lecturers. One of them says:

[ASCP1]…working within the syllabus areas is best as this would help

students to follow the lecture. They might have equally do some
research on their own before the lecture. This would give them the
opportunity to participate very well in the class. If the lecturer fail to
strict adhere to subject syllabus, this could affect the sequence of the
lecture and most of the subject are link to earlier or the future one
(Associate professor).

Apart from the syllabus issue, the respondents also argue that using the instructional
technology would help the student understanding, especially in this age of ICT. One of them put as:
 120

[LECT2]… the university has provided us with audio and visual aids
in order to facilitate the lecturing effectiveness in the class. The used
of these aids would improve the classroom teaching practice among
the lecturers and help the students to overcome some of deficiencies
(Lecture).

However, there are two opposing views on the use of course textbooks. While one opined
that the lecturers should focus mainly on the recommended texts, whereas, others argued that they
should research more into other relevant books in order to widen their scope of understanding on the
topics before coming to the class so they cite more illustrations and examples during the lectures. One
of the respondents from the first group says:

[LECT1]…using different texts could make thing difficult for students

since they usually have a copy of the recommended one. To facilitate
the concentration of the students, lecturer should focus mainly on the
recommended as this could aid the coordination and control of the
classroom practice [Lecturer].

However, the other group argued through one of them as

[ASSP1]…focusing strictly on the recommended texts would not give

lecturers a better understanding of the subject. The lecturer should
read wider than students before coming to class. This will help them to
control the class and to disseminate knowledge to the students more
easily [Assistant Professor].

4.7.3.3 Students’ Characteristics

Another agreed upon teaching environment factor that could influence the classroom
teaching practice is the characteristics of students offering the subjects. The factor that they argued
has to do with the level of understanding and assimilation in classroom. When a class has intelligent
students, there would proper coordination and control. The lectures are usually boring as many of the
students could not participate in the class due to their level reason and intelligence. One of the
lecturers had this to say:
 121

[Prof]… sometime class is usually made up of the less intelligent

students, the lecturer usually over labor them in attempt to carry a
reasonable number of them along. This makes class not properly
managed and lecturers do spend more than necessary hour on a topic
and eventually might not be able to manage the time adequately
[Professor].

In the same vein, the inability of the lecturers to cover the course syllabus has been attributed
to the composition of the students in class in term of their level of understanding. Another respondent
argues:

[ASCP1]… the students’ characteristics in term of level of

understanding affect the speed and progress of lectures in the
classroom which in turn impact on the effectiveness of classroom
teaching practice. If the class is made up, a lot of time and energy
would be spent on the explanations and illustrations and these would
encroach to the subsequent topic allotted time and one might not be
able to complete the entire syllabus as required [Associate Professor].

4.7.3.4 Supports from Faculty

The supports the lecturers get from university environment, especially their immediate
faculty are usually motivating factor that could facilitate their performances in the classroom.
Respondents agreed on this concept and justified why it is important to have an understanding
management in the university that would give adequate and required support to the university staff,
especially the academic staff. One of the respondents summarized as follows:

[ASSP2]… if there are adequate supports from the university upper

echelons down to faculty level, the lecturers would be motivated to
their job (teaching) with almost good faith. This would make them to
be happy on job and give the best to the students; hence the classroom
would be properly managed [Assistant Professor].
 122

Having adequate support is not only important to lecturers but also to the students who are
major actors in the business. This is view of some of the respondents as one of them put it like this:

[LECT1]… the supports from faculty to the students through proper

information dissemination help in the classroom teaching practice.
The students like lecturers would be updated about the events in their
various faculties that could impact on learning activities. This would
give them understating of the university environment, especially in the
classes and other extra curriculum activities [Lecturer].

4.7.3.5 Workload

The effectiveness of the lecturers both inside and outside the classroom is attributed to level
of workload assign to them. The workload is generally considered as one of the basic factors that
impact significantly on the classroom teaching practices. The more workload, the less would
lecturers’ effectiveness as argued by most of the respondents. One of them specifically summarizes as
follows:

[LECT2]… taking more than necessary responsibilities affect the level

of efficiency, especially when delivering lecturer. Some of us apart
from academic assignments, we equally engaged in other
administrative job such as coordination and subject leader. Some
equally involve in general administrative activities in the university.
This at time resulted in class cancellation and rearrangement. This
usually has adverse effect on the classroom teaching practice
[Lecturer].
 123

4.7.3.6 Teaching Out-of-Field

The last item emphasized on by all the respondents as component of teaching environment
that influence their performance in the classroom is the teaching out-of- field. This is considering as
lecturing subjected not directly related to one basic filed or specialization. While some see it as good
approach other seems not comfortable with the situation. Those considered as the best ideal argued
that it would improve and increase their versatility in the academic and place them in the current
reality on daily basis. One of them states as follows:

[PROF]… there are benefits in teaching out-of-field one’s area of

specialization as this bring a lot of joy in the situation when there is
challenges. One would be comfortable to participate in number of
foray and make meaningful contributions to intellectual discourse.
Society sees you knowledgeable person and always look up to you and
one cannot avoid letting them down. The students at time ask some
questions out the topic of discussion, even outside of their field of
study. It would not be reasonable for lecturer who wants to have a
better control and coordination of the classroom to always run always
from such questions [Professor].

On the other hand, those opposed it claimed that it would make one be “jack of all trade
master of known”. One of them said:

[LECT2]… it is better for one to focus on a specialized area so as to

develop and has authority. Lecturing out of field would deter one from
having focus and not even relevant in any of the field since he/she
teaches across board.

4.8 Summary of the Qualitative Findings

The responses from the respondents were presented and analysed in the current section.
There are convergent of view in all the items but two they were differed on the relating to control of
teaching and teaching out-of-field. However, it was agreed that both professional and lecturers’
teaching environments has influence the classroom teaching practice. The repondents palce different
 124

degree of emphasis on the questions during the interview session. For instance, four of them
considered teaching competence to be very important component of professional components while
others talked less about it. Human and evaluation competences were also considered as significant
components among the respondents as three out seven people interviewed suggested that the
professional competence of any academic staff is greatly affected by their level of these competences.

Besides, the responses from the the interviwees concerning the teaching environment
indicate various degrees of importance were give to the components. For instance, four respondents
believed that control of teaching is most important factor among the other components. The detail of
these findings were integrated with that quantitative finding the next section.

4.9 Integration of Quantitative and Qualitative Findings

In line with the research design adopted in the present study, the results of quantitative and
qualitative analyses have been presented in the above sections. The current section integrates the
findings from both techniques in order to arrive at appropriate conclusions upon which
recommendations would be made.

The quantitative analyses was conducted based on the OLS using stepwise method and the
result reveals that eleven items have significant impact on the classroom teaching practice following
stepwise regression estimate. These include human competence, cultural competence, evaluation
competence, technology competence and teaching competence from the professional competence
group while control of teaching, support from faculty, size of class and the student characteristics are
from the lecturers’ teaching environment component. The remaining factors were not significant
statistically. The eleven items were equally given different degree emphasized by the respondents as
factors that could influence the classroom teaching practice.

The result as exhibited in the figure 5.2 indicates that human competence contributes the
most significant influence on the classroom teaching practice. The result explains about 63% of the
variation. Similarly, the three of the INTERVIEWED respondents considered the human competence
as on the important factors that contributes to the lecturer development and teaching practices. The
findings from both quantitative and qualitative methods of analyses explain the significant role of
human capabilities in the career development, especially in the university environment among the
academic staff. Similarly, the cultural competence is second must significant components of the
professional competence as it contribute about 7% of the variation in the lecturers’ classroom teaching
practices. The finding was collaborated with view of respondents as two of them considered cultural
competence as part of contibutuing factors to academic staff development in universities in Saudi
 125

Arabia, especially at Al-Baha University. Further, four out of the respondents explain the significant
of teaching competence as one of the professional competence factors. The was in line with the result
of stepweise analysis as the teaching competence contributes about 0.5% to the variation in the
classroom teaching practice among the academic staff of Al-Baha university. In the same vein, the
finding of both methods confirm the relevenace of evaluation competence. The results of the stepwise
regression reveals 0.5% variation in the classroom teaching practice could be couased by the this
component, three respondents placed more emphasises its significance. Also, technology competence
explain the independent variable by 0.4% as the two respondent give attentaion to it during the
interview sessions. Besides, professional competence contribute about 71.2% of the possible variation
in the lecturers’ classroom teaching practices. The finding of the from interview analyses also reveal
that almost of the sub-components of the professional compentence were given some level of
preferences by the respondents as compare teaching enviroment and background.

In addition, the overall teaching environment explains the variation in the lecturers’
classroom teaching practice by approximately 4.7%. Out of six subcomponents, only four have
contributed to the dependent variable. Students’ characteristics has about 4.1% of the overall 4.7%.
Meanwhile, this concept was explain by two respondents’ metioned that students’ charateristics could
affect the teaching practice among the academic staff. while control teaching, support from faculty
and size of class have 0.2% each in the variable in the classroom teaching practice, the result form the
interview analyses shows that four respondents considered control of teaching sa one of the
component of teaching environment that could affect the classroom teaching among the academic
staff. While three respondents talked about size of class, two of them mentioned support from faculty
as possible factor that could affect the classroom teaching practices.

Further, out the three main theme of the study, lecturer’s background contributes less to the
variation in the classroom teaching practices among the lecturers. The overall contribution based on
the stepwise regression results show an average of 3.5% changes in classroom teaching practices
could be explained by the background of the academic staff. While four subcomponents were used in
the present study, only teaching experience and number of courses attended were significant and
hence entered into the stepwise regression result. The regression eliminated nationality and position
held. The teaching experience has 0.5% contribution while number of courses attended contributed
3%. The summary of the r esults from both quantitative and qualitative is presented in the Table 4.32.
 126

Table 4.32 Summary of quantitative and qualitative results

Components Quantitative result (Stepwise Qualitative results (No. of

result- R-square) respondents agreed to
importance of component
R-square R-square
changes
Human competence 63.3% 63.3% 3 respondents
Cultural Competence 6.5% 69.8% 2 respondents
Teaching Competence 0.5% 70.3% 4 respondents
Technology Competence 0.4% 70.7% 2 respondents
Evaluation Competence 0.5% 71.2% 3 respondents
Student Characteristics 4.1% 75.3% 2 respondents
size of class 0.2% 75.5% 3 respondents
Control of Teaching 0.2% 75.7% 4 respondents
Support from Faculty 0.2% 75.9% 2 respondents

The table 4.32 summaries the findings from both quantitative and qualitative method with the
results of stepwise regression and comments from the respondents. By and large, the classroom
practices in influenced largely by lecturers’ professional competence. The other two variable that is
background and teaching environment has little contribution based on the stepwise result. The next
section summaries the chapter while the next chapter presents the conclusion and policies implication
of the study.

4.10 Chapter Summary

This chapter presents the analyses for the present study. The analyses were in two folds
namely; quantitative analysis which includes descriptive statistics and inferential statistics such as
One way Anova, correlation multiple and stepwise regression analyses. The second part of research
analysis is qualitative analysis which involves the coding, transcription of interview carried out on
seven respondents and the results of this analysis in form of emerging themes for to appraise the
results of quantitative analysis as this study proposed to use explanatory mixed method.
 127

CHAPTER 5

DISCUSSION, RECOMMENDATIONS AND CONCLUSION

5.1 Introduction

This chapter provides the discussion of the research findings, some useful recommendations
from the quantitative data as well as the themes that emerged from interview data in accordance with
the literature review. This chapter also presents the theoretical and practical implication of the study.
Lastly, the chapter presents the implication to the practitioners in the field of education particularly in
curriculum and instruction.

5.2 Summary of the Research

Ten objectives of the research have been stated in Chapter 1. The basic aim of the study was
to examine the extent to which professional competence and teaching environment determine the
classroom teaching practice among the universities in Saudi Arabia. The study adopted mixed mode
research design to carry out the data analyses collected using descriptive, Pearson correlation matrix,
Anova and regression analysis to estimate the quantitative data collected through questionnaire. Data
from the interviews were analysed in order to give further evidence to the quantitative findings. The
study proposed a framework to assessing classroom teaching practice based on the result of stepwise
regression analysis. While the details of findings are discussed in the section 5.3, the summary of
findings includes the following.

The findings based on mixed mode method of analyses reveal that there is high level of
professional competence and classroom teaching practices among the academic staff of Al-Baha
university whereas there is moderate level of lecturers’ teaching environment. The study also finds a
strong significant positive relationship between professional competence and classroom teaching
 128

practices among the lecturers of Al-Baha University while there is a weak significant positive
correlation between lecturer’s teaching environment and classroom teaching practices.

Moreover, the study reveals that the teaching experience among the lecturers has significant
influence on their level of competences, especially those with more 15 years lecturing experience
where they seem to be more professional compared to those with less than 15 years. The position of
academic staff also affects their level of competence as the study documents that Associate Professor
is more competent compared to other ranks among the Al-Baha University’s academic staff.
Similarly, the the number of workshops and trainings attended by the academic staff of the university
contribute significantly to their competence level during the period of study. The result shows that the
staff that attended three or more courses are significantly better compare to those that attended less
than three. The nationality of the academic staff at al-baha University as significant impact on their
professional comptenence as well.

Similarly, the study reveals that the lecturers’ classroom teaching practices are influenced by
teaching experience among the lecturers, especially those with more than 15 years lecturing
experience is seem to be better managed in term of controlling and coordinating the classroom
activities compared to those that are less than 15 years. The position of the academic staff also affects
lecturers’ classroom practices as the study documents that Associate Professor are better compared to
any other ranks among the Al-Baha University’s academic staff. Also, lecturers’ classroom teaching
practices is affected by the number of workshops and trainings attended by the academic staff as
those who attended more than one courses are better off compare to that attended only course during
the period of study. The nationality of the academic staff also has significant impact on the classroom
teaching practice.

The study also documents that background, Professional competence and teaching
environment explains about 78.9% variation in classroom teaching practice among the academic staff
of Al-Baha University and that professional competence and teaching environment has significant
impact on the classroom teaching practice. Finally, the study finds, eleven sub-components
significantly explain the lecturers’ classroom practices among which includes; results reveal that all
subcomponents under professional competence and number of courses attended and teaching
experience were significant among the lecturers’ background.

5.3 Discussions on Research Findings

The data analysed on the lecturers’ professional competence, background and teaching
environments as determinants of classroom teaching practices have been presented in chapter four
 129

based on the identified objectives and reaserch quesations highlighted in chapter one. The study
adopted mixed model exploratory design where the analyses were based on both quantitative and
qualitative approaches. The study administered questionnaire to generate data for quanitative analyses
while interview protocol was used to generate information for qualitative analyses.

A total of 800 questionnaires were admistered and returned. The summary of the returned
instruments indicate that 616 were male and 184 were female while 524 were local academic staff,
276 were foreign staff. Besides, the respondents comprises of 261 lecturers, 406 Assistant Professors,
129 Associate Professors and 4 Professors. In the same vain, 430 respondents have more than 15 years
of teaching experience, 104 of them have 11 to 15 of teaching experience, 136 respondents have 6 to
10 years of teaching experience and 130 respondents have between 1 to 5 years teaching experience.

Moreover, 455 respondents have attended teaching and learning courses related, while other
345 respondents have not yet attended teaching and learning courses related. Out of 455 respondents
that had attended courses, 189 have attended four courses and more in teaching and learning, 79 have
attended one course in teaching and learning, 79 have attended two courses in teaching and learning,
and 108 have attended three courses in teaching and learning.

The study also conducted an interview with seven respondents whom include one professor,
two each from Associate professor, assistant professor and lecturer, respectively. The respondents are
all male due to the nature of the Kingdom. The teaching experience of the respondent range from 13
to 30 years and there are from different faculties. The in-depth explanation of these findings is
presented systematically as follows.

5.3.1 Lecturers’ Professional Competence Level

Based on the finding in Chapter Four (See Table 4.8), the study concludes that lecturers’
professional competence among the lecturers at Al-Baha University Saudi Arabia is high. This
average scores of all the five competence employs in the study is 3.82 which is according to study of
Ghaffar (2003) is sufficient to classify as significant level of competency. This finding is consistent
with studies of Essa and An Naqa (2006) and Breket, Alhimyari and Alhazmi (2010) as both studies
document high level of professional competence among the academic staff of the universities.
Meanwhile, the study contradicts the findings some previous studies that found moderate level of
professional competence (Ahmed and Hijjah, 2012 and Alasmer, 2005) and low professional
competence (Al-Ghzywat, 2005; Almuhsen, 2003; Alsubaie, 2008; Jan, 2009 and Zarqan, 2013)
among academic staff. The details of each component of professional competence is presented in the
following section.
 130

5.3.1.1 Human Competence

Human competence has highest average score of 4.18. The possible implication and
explanation of this might be that human is embodiment of all other components and it relflects what
made of the others. Also, being human, the lecturers try to conduct them with high degree of
competence. This means where other competence might be showcased. The important reason for this
result might due to the religion understanding among the staff. They are Muslims and they believe
that they are equally answerable to Allah for whatever they do. Their job is Amanah and they must be
competent in their activities so as to be at acceptance level by the Creator.

Human competence also guarantes that the lecturer will be accepted, recognised and
respected by the students. This is in line with the argument of Niemiec and Ryan (2009) that self-
determination embedded in human competence and autonomy provided by the educators has strong
implication on both classroom practices and educational reform policies. Also, analyses from the
interview conducted reveal the human competence is very important component of professional
competence as one respondent states that, “the most important competence is the fear of Allah, being
accountable to Him, responsible to Him”, (Lecturer). This could be attributable to human competence
and support the high level of competence from the quantitative data. This finding is in line with
studies that report high level of human competence among the academic staff of universities (e.g.,
Ahmed and Hijjah, 2012; Essa and AnNaqa 2006; Al-Ghzywat, 2005; Almuhsen, 2013; Al-Alwani,
2009; Radouan, 2014 and Musa and Alotaibi, 2011). The finding contradicts the findings of Alsubaie
(2008) and Jan (2009) that revealed a week level of human competence among the universities’s
academic staff.

5.3.1.2 Teaching Competence

Next to human competence is teaching competence with mean score of 3.88. The ability to
display teaching competence in the classroom is of paramount important component of lecturers’
professional competence. This is argued by Bhargava and Pathy (2011) that teaching competence
focuses on perception of essential competencies students want to see in a teacher.

Possible reason of this is that the teaching is the most important criteria which is being used
as benchmark for promotion among the academic staff in the Kingdom. Moreover, teaching is what
students take more seriously than any other activities and it constitutes a large percentage of lecturer’s
evelaution criteria by the students. Hence, the lecturers might put more efforts on teaching. It is also
common among the academic staff that teaching is most priority and they usually give more attention
to this component. All but two sub-elements of teaching have high degree of competence. Teaching
 131

methods that focuses on students seem to be lacking among the academic staff as these are at
moderate level. However, the overall level of teaching competence is high among the academic staff.

Also, from the interview conducted, it was revealed that teaching competence is very
important component of professional competence. The summary of the responses is that, the
professional competence through teaching competence has a significant role in ensuring proper and
best classroom teaching practice. The finding in consonants with that earlier studies that establish the
significant high level of teaching competence (e.g., Ahmed and Hijjah, 2012; Olymat, 2006 and
Radouan, 2014) while it contradics the studies of Al-Ghzywat ( 2005); Alsubaie (2008); Jan (2009);
Zarqan, 2013 and Musa and Alotaibi (2011), that reveal low level of teaching competemce among the
academic staff of universities.

5.3.1.3 Cultural Competence

The cultural competence came in third place with a mean of 3.87. This is ability of the
lecturers to accommodate students from diverse cultural background is an important aspect of
lecturers’ competence. Being a cosmopolitan university, Al-Baha admits students from different
countries and cities with divergence culture. This has make the lecturers adjust their oreientation to
this concept in order to be effective in the class. In line with human competence, the students would
always admire the lecturers whenever they believe the lecturer respect and recognise their cultural
differences.

Even though, there are divergent cultural background, Islamic culture is more paramount
among the lecturers and student alike. This would also contribute to the high level of competence
among the lecturers as revealed by both quantitative and qualitative as all the seven interview
respondents are all opining that cultural competence is very important component of professional
teaching competence.

All the responses from the interview also supported the significant of the cultural competence
of the academic staff. One of them believes that most of the student always feel at home since there is
no cultural discrimination and this could explain the high level of competence of the lecturers in
handling the diverse cultural background of the students. This finding is the same at that of Radouan
(2014) that reveal that cultural competence of the lecturers is high. The author survey the students as
his population and respondents argued that the lecturers are of high level of competences in handing
the students diverse cultures. Meanwhile, Zarqan (2013) contracdict the finding as she found weak
level of cultural competence among the academic staff.
 132

5.3.1.4 Technology Competence

The technology competence is moderate with average score of 3.53. The possible reason for
this is inadequate training among the staff. The university has some of this technologically teaching
aids but the training related to using technology in teaching are not well organised because the
university does not have a center for teaching learning. In addition, there are not enough motivations
to give to the academic staff the competence as many of the training and works do not usually fall
within appropriate time due to tight schedule. Another possible factor might be the age of the
respondents. About 55% of the lecturers are more than 15 years of working experience. That might
equally suggest that they favour the traditional way of lecturing rather than using the technology in
teaching. Also, the possible explanation for this finding could be due to number of lecturers that are
yet to attend the courses and workshop where most of the new technology are being discussed. The
technology environment in the country is not that developed as most of the experts are still from
outside the kingdom. This affects the frequency of workshop and courses in enhancing the lecturers’
competence. Besides, the cost of the learning new technology advancement is still high side in the
country. This affect the running cost of the most of universities and management are always strive to
control the costs.

The respondents interviewed gave similar priority to the technology competency. The
summary of the responses is that the use of technological methods has improved the professional
competence of the academic staff and their teaching. The finding of Radouan (2014) also confirms
that the moderate level of technology among the university lecturers. Meanwhile, Musa and Alotaibi
(2011); Alsubaie (2008) and Almuhsen (2013) contracdict the finding as they found low level of
technology competence among the academic staff.

5.3.1.5 Evaluation Competence

The overall score of evaluation competence is moderate with score of 3.66. The possible
reason for this result is that most of the academic staff due to their age still adopt the traditional way
of evaluation. This is due to static nature of their evaluation style. Also, respondents are from different
faculties, some of whom are not well equipped with the evaluation techniques. The lecturers are have
no sufficient time to carry out evaluation thoroughly. Some of them combine administative with the
academic activities and even have less than a week to submit their final score after the final examine
due to number of students and high teaching loads.

Going by the above, technology competence is possible to suggest that evaluation

competence and technology competence are secondary factors that depend on human and teaching
 133

competence. Hence, the study ranks the competence as human, teaching, cultural, evaluation and
technology in line with the result of the quantitative analysis. The findings of this study are as same as
the findings of study carried out by Kamariddin and Ibrahim (2010) that identified some of the
measures of lecturers’ professional competence in their study. The finding is in line with that Ahmed
and Hijjah (2012) and Radouan, (2014) that documents a moderate level of evaluation competence
among the lecturers of universities. Other studies (e.g., Al-Ghzywat, 2005; Alsubaie, 2008; Jan, 2009;
Almuhsen, 2013 and Lakeh, Moongghi, Makarem, Ebirahimi and Ashoori, 2012) revealed a low level
of evaluation competence among the lecturers.

All respondents interviewed did not prioritise the evaluation competence but they all
believed the concept was a significant factor in the professional competence. What could be deduced
from their responses is that the evaluation is important to the professionalism in the academic
environment as it gives final output of semester academic actitivites of both lecturers and the students.
Meanwhile, the seven respondents interviewed gave similar priority to each of the competences. The
finding is in line the assentation made by Biggs (2003) that the understanding amongst lecturers on
the assessing of students’ learning outcome form an integral part of evaluation competence.
Understanding, internalising and implanting the concept of learning outcomes and objectives is vital
because this is the very core of education. It ensures effective and meaningful classroom teachings,
and it serves as a guide to achieve the aspirations of the Saudi Universities, especially Al-Baha
University.

5.3.2 Lecturers’ Teaching Environment Level

Based on the finding in the Chapter Four (See Table 4.9), the study concludes the overall
teaching environment is at moderate level based on the result from quantitative data analyses. The
findings of this study are consistent with the research findings in earlier studies (e.g Breket, et al.,
2010; Prosser and Trigwell, 1993). For instance, Breket, et al., (2010) revealed a moderate level of
lecturere’s teaching environment in their study among Saudi universities’s female students. The
possible explanation for this might be age of the university and the sample. The university is just nine
year old and the development work on the infrastuture is still ongoing. As it is now, the faculties in
the university are located in different location. While some are in rented apartments, others are
situated in the university’s campus. The classroom size differs from faculities to another, so are the
number of the students. However, the finding contradicts some of previous studies (such as,
Almuhsen, 2013 and 2003; AlKhateeb, 2005; AbdulMajeed, AlRabie and AbdulRahman, 2004).
These authors found a very weak level of lecturers’ teaching environment.
 134

5.3.2.1 Control of Teaching

Control of teaching came in the first place with a mean of 3.66. Control of teaching seems to
be the significant factor of all the components. The result is moderate with is confirmation of level of
technology competence discussed earlier. This further proves the inadequacy usage of teaching skill
among the staff.

Another reason might be the volumes of courses are not commensurate with the time
allocation to the courses. Besides, 50% of the lecturers do not attend any course on teaching method
as presented in Chapter Four. This could be justified studies of Solomon (2015), Radouan (2014) and
Rasul et al. (2011). According to Solomon (2015), control of teaching using teaching aids promote
teaching effectiveness and enhancing the students understanding. Similarly, Rasul et al. (2011)
conclude that control of teaching facilitate the effectiveness of audio visual aids in teaching learning
process at the University level. Meanwhile, just like in the professional competence, the results of
qualitative analyses are also supporting the importance of the control of teaching.

5.3.2.2 Students’ Characteristic

Students’ characteristic came second and present mean score of 3.57. The finding contradicts
that of Radouan (2014) that revealed high level of students’ characteristic such as ethnic affiliation,
countries of origin, colour, height, mother tongue and age among the academic staff of Algeria
universities. Also, Aldumyati (2009) found it differently whereby she found a weak level of students’
characteristic among the academic staff of slected universities. The possible implication of the finding
in the present study might be that the students are from different cities and some of the teaching staff
are normally struggling to accommodate the diversity of their cultures, race and ethnic.

5.3.2.3 Size of the Class

The size of the class came third. This could be explained by number of student and classroom
size. The larger the class the less would be the effectiveness of the lecturers. Since the university is yet
to have all her faculties on campus, there are still some challenges on class size. Another factor might
be the fact that the respondents are from different faculties. The number of students in the class varies
from a faculty to another. For instance, the maximum number of student in a class at faculty of
medical science is twelve while the humanities are always around fifty.
 135

There is a problem regarding the space of the class, especially in the rented apartment. This
has made the group quiz, group discussion among the students impossible. The government policy has
equally contributed to this situation. The government has made it mandatory for all universities in the
Kingdom to accept minimum qualifications for any student that applies for the programme. This has
not considered the availability of adequate infrastructure in most of the universities. This is in line
with the study of Ijaiya (1999) who found that both teachers and students considered rampant noise
making as the most serious problem in the overcrowded classroom. In the same vain, Almuhsen
(2013) concludes that size of the class is moderate and suggests that the classes in the universities in
Saudi are mostly over crowded. Thus it makes teaching difficult to the lecturers. Though, there is no
policy on number of students a class could contain as this depedent on the courses and faculties at
universities in the Kingdom.

5.3.2.4 Support from Faculty

Faculty’s supports to the academic staff has means score of 2.94. This is moderate level of
efficience. Support focuses mainly on the assistantance the academic staff usually receives from the
administratrive unit of their faculties. This is contrary to finding of AlShurman and Ja’aferah (2014)
that reveal a high level of support from faculty. The possible reason for the result might include the
management that always focuses on teaching without regard to other activities that make things work
in the university. There are no regular meetings where issues affecting the lecturers are usually opened
for discussion.

Another reason is that most of the administrative persuade to occupy the position without
willingness. This really affects their attitude towards the assignment. Also, all the faculty
administrative heads are involving in teachings. This usually occupies their time as they are not able
to monitor the academic staff beyond the teaching activities in the university. There are shortage of
junior administrative staff. The support staff such as secretary, office assistant are not adequately
provided in attempt to manage cost. This has place major burden on the faculties and they are unable
to assist the academic staff properly.

5.3.2.5 Workload

The average score of the workload is 3.11. This is also a moderate level of efficiency in
explaining the lecturer’s teaching environment. the finding confirms the findings from studies of
Almuhsen (2003, 2013). The author concludes that academic staff are ususlly overloaded in the
Kingdom. The reason for the level might be that an average staff of the university has more workload
 136

than necessary. This affects their class preparations and teaching practice. The population of students
in the university is increasing on yearly basis, based on the government policy of admitting any
qualified students, without corresponding increment in the academic staff number. These staff are
usually over stress since they have to teach more courses, more section and classes than expected.

The renumeration scheme of the university also contributes to the wordload result. The
bonuses are attached to number of hours lectured during a given semester. This has made some of the
academic staff, especially the international once to overlaod themselves with more courses and this
has adverse effect on the teaching practices in the university.

5.3.2.6 Teaching out- of- Field

Teaching out- of- field is equally has moderate level of efficicnce in explaing the lecturers’
teaching environment with mean of 2.99. This finding is complemented by that of Aldumyati (2009)
and Radouan (2014) that stated the teaching out-of- field reduces the comprehensiveness of the
students due to the inability of lecturer to master the subject area properly. The authors concludes that
teaching out-of- field do not facilitate student- lecturer relationship hence reduces the understand level
of the students. According to the lecturers, the pupose of teaching is to transfer knowledge to the
students. However, based on renumeration policy as mentioned earlier, most of the lecturers teaching
courses outside of their field. This affects the effectiveness of these staff as they could be well
aquinted with the rudimentary of the subject. Hence the classroom teaching practice would be
affected.

Some of these lecturers are equally forced to teach outside their areas of specialisation
because of shortage of academic staff. Especially the foundation students are being lecturered from
lecturers by different faculties without regard to their specific background since the subjects are
assumed to be general courses. There is also notion in the university that any academic staff should be
able to handle any courses. This mostly affect the students performance due to poor class room
practice and evaluation imcopetence.

5.3.3 Lecturers’ Classroom Teaching Practices Level

Based on the finding (See Table 4.10), the study concludes the overall of classroom teaching
practices is at high level. The findings of this study are congruent with the study of Hallinger (2010),
Abu Samhadanah (2010), Assrayrah (2011), Alamairah (2006) and Tame (2008) that documents high
 137

level of lecturers’ classroom teaching practices. For instance, Hallinger (2010) study seven
universities in Thailand reveal a very high level of teaching among the academic staff. Also,
Assrayrah (2011) reveal that classroom teaching practices is high among academic staff in Jordan.
Similarly, Tame (2008) study classroom teaching practices among the academic staff at An Najah
University in Palestine and reveal high level of practice.

The possible reason for this finding might be that lecturers have ability of the lecturers to
manage the classroom effectively due university employement policy might be possible factor for this
as the university employs only qualified academic staff to fill faculty positions. This might equally the
product of other professional competence of the lecturers, especially human competence.

5.3.3.1 Response to Students’ Query

On the individual level, response to students’ query came in the first place at high level with
a mean of 4.18. The finding is similar to that of Al-Alwani, (2009), Tame (2008), Radouan, (2014)
and Aboud and Ibrahem, (2005) that reveal high level of response to students’ query among the
academic staff. Howver, the finding contracdict that of Aldumyati (2009) which reveals a low level of
lecturers responses to queries. The possible explanation of this might be lecturer-students relationship
is cordial because the lecturers handle the student querries. This would promote good and amicable
relationship in the classroom. The finding also indicates that there might be likelihood of good
interpersonal relationship among the students and their lecturer. This usually encourages the student
concentration more in the classroom and improve their performance. This also helps the students to
develop an inquisitive mind towards understanding of their courses. The students’ participation in the
classroom is better when they know that their queries are being thorourghly handle by their lecturers.
This finding also complements the human competence discussed earlier.

5.3.3.2 Teaching Reflection

Teaching reflection occupies the second place at high level with a mean of 3.86. This is a
process of teaching planning for lectures and self-evaluation after the lecture. This would help the
lecturers to identify the lapses observed in the teaching process and make necessary corrections or
amendments before the next class. This would help them to deliver knowledge to the students by
managing the classroom teaching practices effectively. The finding is similar to that of Alamairah
(2005) that find the high level of competence of teaching reflection among the academic. Also, Tame
(2008) and Radouan (2014) document high level of teaching reflection in Palestine and Algeria
 138

universities respectively. However, the finding contradicts that of Musa and Alotaibi (2011) that
found a low level of reflection among the academic staff of Najiran University Saudi.

5.3.3.3 Use of Teaching Method

Use of teaching method came in the third place at a high level with a mean of 3.83. The
finding is an indication of a component in teaching practices among the academic staff of the
university. The is consonant with some of previous studies that found the high level of competence of
use of teaching method among the academic staff (e.g., Alamairah 2005; Assrayrah 2011; Radouan
2014 and Al-Alwani 2009). Specifically, Assrayrah (2011) found that academic staff in Jordan
universities employs best teaching method. Also, Al-Alwani (2009) revealed high level of competence
among the academic staff of AlZawiya University of Sudan.

Though, a closer look at usage of brainstorming and problem solving techniques, they are at
a moderate level. This means that the two teaching methods are still not adequately considered by the
academic staff in the university. Therefore, there is a need for the staff to improve on these elements
in their teaching practices.

5.3.3.4 Control of Students’ Behavior

Control of students’ behavior has average score of 3.56 and at moderate level. This is ability
of lecturers to regulate the behavious of students when lectures are ongoing. The moderate level
indicates that there is still issue with the ability of lecturers to control students’ behavious. This might
be students in a classroom laegr compare to the size. This constraints the lecturer to move around the
class when delivering lectures.

From data some lecturers also have nonchalant attitude to the students behaviour. For
instance, they do not care if the student comes late and even if they are absent from class. Some seems
not to be taking attendance for every lecture but only take once in a while. Also, some students always
complain of inadequate of facilities such as car park whenever they are asked by the lecturers. The
problem arise because some of the university faculties are still in rented buildings.

There is a need for the university to fast track the development of the university project in
time so as to complete the permernent university campus that can adequately accommodate all the
university activities and hence promote good behaviuos among the students. The finding contradicts
 139

some of the previous studies that find high level of control of student’s competence among the
academic staff of universities (e.g., Alamairah 2005; Al-Alwani 2009; Aboud and Ibrahem 2005 and
Radouan 2014).

5.3.4 Relationship between Professional Competence and Lecturers’ Classroom Teaching

Practices

The study concludes that there is strong significant positive correlation between lecturer’s
professional competence and lecturer’s classroom teaching practices. The results of this study are
agreeable with the results of Talis (2009) that found the relationship between professional competence
and effective classroom practice. The findings are also in tandem with the findings of Leonaviciene
(2009). The relationship found between lecturer’s professional competence and lecturer’s classroom
teaching practices is strong (Gravetter & Wallnau, 2004). The possible reason for this finding is that
the higher the professional competence among the lecturers, the better would be management and
control of the classroom activities. Though, the university is new and there number of incentives to
the lecturers’ evulation based on students’ assessments. This has made the lecturers to improve their
professional competence through attending seminar, workshop and other online trainings.

Similarly, human competence and response to student query finding might also be marjor
combine factors that could give this outcome. The human competence among the academic staff is
high and so also the response to student query. Being competenc based on human whould improve
and enhance the manner in which the student query could be handling. Human competenc would also
influence the control of students behaviuos in the classroom.

Another possible explanation of this finding is that evaluation competence of the academic
would have direct link with the response to students query. There is need to enhance the evaluation
skill of the academic staff because this would go in long way to promote the control of teaching,
response to students query. Though, the result from the qualitative analyses indicate that lecturers are
seem to have a good evaluation competence, the quantitative finding indicate a moderate level of
competence.

Finally, the cultural competence is an important component of the professional competence

with high level of efficience. This concept could also affect the control of teaching, control of student
behaviuos. For example, students from different background might have difference manners of
behaviuos. With high level of cultural competence, the lecturer would be able to manage the
classroom very well by responding to the query and observing the students behaviuos given their
diverse level of background.
 140

The findings are also collaborated with that of responses from the interview respondents as
they all agreed that the level of professional competence impact on the classroom management. The
finding is consistent with previous studies that reveal significant association between professional
competence and classroom teaching practices among the universities academic staff (e.g., Alsamer
2005; Aldumyati 2009; Essa and AnNaqa 2006; Radouan 2014 and Zarqan, 2013).

5.3.5 Relationship between Lecturers’ Teaching Environment and Their Classroom

Teaching Practices

Based on Table (4.13), the study concludes that lecturers’ teaching environment has a weak
but significant relationship with lecturer’s classroom teaching practices. The findings of this study
resemble the findings of Liberante (2012) who found that friendly teaching environment between
student and lecturer has immeasurable effects on students’ learning and their experience. The
relationship found between teaching environment and lecturer’s classroom teaching practices are
weak (Gravetter & Wallnau, 2004). This means that the hypothesis number two is rejected because
there is a significant but weak relationship between teaching environment and classroom teaching
practices.

The possible explantionation of this finding is that the two concepts are related to
environment which might outside the control of the lecturer as an individual. Also, it is possible that
some of non-Saudi staff might find it very difficult to adapt to changes in the environment as some of
them come from non- islamic countries where things are done differently. This might affect the
interaction and interrelation in the classroom.

A further analysis of the subcomponents of these concepts might give some insight into the
specific items that could enhance the relationship as revealed from the correlation coefficient. For
example, the size of class might have number of effects on the classroom teaching practices. The
number of students, especially in the humanities and social sciences which is the main faculty in the
university has more number of students than required. This could have affected the response to
students query and control of the student behaviours. The lecturer at time could only attend to few
query and monitor those students sitting the first row in the class.

Also, the control of teaching would affect the use of teaching method and affect the reflect of
teaching. The ability to control the teaching bahaviours among the academic staff would have some
implications on the use of teaching method. The authority is advice to provide better teaching aids that
could assist the lecturers that would improve the teaching method and control of teaching. Control of
teaching could also influence the control of students’ behaviours.
 141

Student characteristic would also impact on the classroom teaching practices. For instance,
this would influence the teaching method to be adopted by the lecturer. The student intelligent
quotient would guide the lecturers on way to design the lecture notes and kind of illustrations to be
discussed in the calss. This could affect the way through which their behavious should be managed
and responses to their queries. This would guide the teaching reflection of the lecturer before and after
the classes.

Support from the faculty could also be an important factor that affects the classroom teaching
practices. A good support would give the lecturers opportunity to maximises their potentials and
improve their classroom teaching management. This could in term of provision of teaching aids and
other technology. The student numbers should also be appropriate to the class size.

Workload could also impact on teaching practices. Lecturers with little workload could
perform better. They would have time to plan their lecture notes, reflect on the class, attend to student
query and use better teaching methods. Finally, teaching outside filed would have adverse effect on
the classroom teaching practices. The lecturer should be made to lecture in the areas of their core
competence. This would enhance their responses to students queries among.

Similarly, the summary of the qualitative finding from interviews analyses collaborated with
these findings as most of the respondents argued that classrooms could not be properly managed
without condusive teaching environments. The finding is similar to prior studies that find significant
association between teaching environment and classroom teaching practices among the universities
academic staff (e.g., Kholyfat 2000; As Saud 2001; Almuhsen 2013; Aldumyati 2009 and Breket, et
al., 2010 ).

5.3.6 Relationship between Lecturers’ Professional Competence, Lecturers’ Teaching

Environment and their Classroom Teaching Practices

The research objective is to examine the relationship among the three main concepts of this
study. Based on Table (4.14), the study concludes that there week relationship between lecturers’
professional competence and their teaching environment. The findings of this study are in tandem
with the results obtained by the Department of Education and Training (2004) that found the same
relations among the variables discussed herein. This is in line with finding of Gravetter & Wallnau
(2004). This might resulted from the fact that lecturers are from different faculties and amenities
(Buildings, Classroom, etc) which might affect their competence, especially teaching competence and
evaluation completence. Also, the attitude of lecturers to the use of technology could impact on the
level of relationship with environment. While some are easily adapted to technological changes, other
 142

are very relunctant. Though, the correlation coeffieicent is weak, there is statistical posivite
association between the two concept.

In addition, the Table 4.32 shows that there is a statistically significant relationship between
lecturers’ professional competence and their classroom teaching practices. The relationship found
between lecturers’ professional competence and their classroom teaching practices is strong (Gravetter
& Wallnau, 2004). The possible explanation for this finding is the more competenc a lecturer is, the
better would be their classroom teaching practices. For instance, a lecturer with high level of human
and teaching competenes would performance better in managing the classroom activities.

The finding in the Table 4.14 shows that there is a statistically significant relationship
between lecturers’ teaching environment and their classroom teaching practices. The relationship
found between teaching environment and lecturer’s classroom teaching practices is weak (Gravetter &
Wallnau, 2004) though it is statistically significant. This means that the hypothesis number three is
rejected. The study therefore concludes that there is relationship among the three concepts of
lecturers’ professional competence, lecturers’ teaching environment and classroom teaching practice
at Al-Baha University.

The teaching competence could have direct link with size of the classroom and student
characteristic as well as number of students. Teaching outside field could adversely affect the teaching
competence. This act should be discouraged as this might be the main reason of the finding of weak
association between the lecturer professional competence and teaching environment.

Human competence could influence the student characteristic. The ability of lecturers to
understand their students would be enhanced by their competence. So, the level of technology
competence would assist in control of teaching among the academic staff. Therefore, they should be
well trained in the latest techonological teaching aids in order to be above their jobs as this would
ensure that university produce the highly qualified graduates.

Evaluation competence and cultural competecen could also affect by students characteristics
and number of the students. The university should not only employ academic staff with diverse views
on culture but also ensure that student number is keep at controllable size by the lecture and give
adequate evaluation training to the staff.

There is also need to give adequate supports to the lecturer in order to enhance their teaching
practices. The workload need to be review. The lecturers should not be overloaded. The university
could employ more academic staff in order to reduce the workload of the present staff. The
 143

management should ensure that the courses are allocated based on the core competence of the
lectuerer in order to enhance their performance and understanding of students.

5.3.7 Lecturers’ Professional Competence and Lecturers’ Background

Based on the findings from the one-way anova presented in Chapter Four, the current section
discusses the finding and draws conclusion on the impact of lecturers’ background (nationality,
teaching experience, number of courses attended and position held) on the lecturers’ professional
competence. The results are were presented in Table 4.15, 4.17, 4.19 and 4.21, respectively for
lecturer’s teaching experiences, position held number of course attended and nationalty based on One
way ANOVA and independent t test on the nationality.

Based on table 4.15, the study concludes that there is significant difference on lecturers’
professional competence based on their teaching experience. Academic staff have difference years of
working experience and this would have significant effect on their level of professionalisms. For
instance, a professor would be expected to have better experience based on year of teaching compare
to new PhD or other junior academic staff. Being a university with diverse level of years of
experience among the academic staff, the result compire composition of facaulty staff at Al-Baha
University. Meanwhile, the results of post hoc analysis reveal further that lecturer with more that 15
years teaching experience is significantly different from those below 15 years. This finding
collaborates with the promotion policy of the academic staff in the Kingdom where one has to stay for
about 15 years from entry level to become a professor all thing be equall. Also, the competence of the
academic staff would improve based on their years of experience. Those that have long service years
would have more competence than those newly employed staff.

Moreover, based on position held by the lecturers, the study concludes that there is
significant difference on their professional competence. The position was proxy in the study by four
categories: Professor, Associate Professor, Assistant Professor and Lecturer. Meanwhile, the result of
post hoc analysis confirms the significant different is based on Associate professor Compare to other
categories. The possible explanatiom for this might be the academic level is well mature at Associate
Professor stage compare to others. For instance, lecturer might be thinking on how to secure PhD
students, funding of PhD programme while a full fledge Professor might conclude that he/she has
reached peak of academic profession. An Assistant Professor would still be in the mood of PhD
programme while the Associate Professor would be more concern with how to become an authority in
the field of study by researching and publishing in high rank journals.
 144

The associate professor usually teaching at both post graduate and under graduate level.
Unlike professor and Assistant professor that could teach in post and under graduate only,
respectively. This would assist the Associate professor to be a bridge bulilder in the academic
environment and that might improved their competence. The university only hase four teaching
Professor as compare to about 100 Associate Professors. This would be reason for this finding. The
university is advise to employ more experienced Associate and Full Professors in order to improve
lecturer professional competence among the academic staff. The result also reveals that the nationality
of academic staff has significant association with professional competence. This simply mean that
academic staff from out the kingdom have some competencies that might not necessarily the same
with those possess by the local staff and vice versa.

Further, the hypothesis regarding the number of courses on the professional competence
among Al-Baha University’s Lecturers is confirmed. This means the number of courses being
attended by the academic staff do influence their professional competence. The finding is similar to
prior studies that find significant association between significant influence of lecturers background on
their competence (e.g., Olymat 2006; Musa and Alotaibi 2011; Žeravíková, Tirpakova and
Markechová 2015). For instance, Musa and Alotaibi (2011) reveal that there is significant different
between Associate professor and other catagories of academic staff among the universities in Saudi.
The authors also argue that there is no significant difference on the professional competence based on
number of courseworks and workshop attended. Also, Žeravíková, et al., (2015) reveal that the
background of lecturers has significant influence on their professional competence. Though, Olymat
(2006) found significant difference, the study favour lecturers as compare to associate professor in the
present study.

5.3.8 Lecturers’ Classroom Practice and Lecturers’ Background

This section discusses the impact of lecturers’ background on the their classroom teaching
practice. The lecturers’ background is measured in term of teaching experience, position held,
nationality and number of attendance in teaching and learning related courses/workshop. The results
of One-way Anova are presented in thr Table 4.22, 4.24, 4.26 and 4.28 in Chapter Four. Based on the
results, the study concludes that teaching experience influences the lecturers’ classroom teaching
practices among the academic staff at Al-Baha University. Besides, the influence is more pronounced
at 15 and more years of lecturing experience. The finding could explain the important of having
people of long year of service in academic environment as the accumulated years of experience would
normally has impact on their teachning mode and classroom management.
 145

Besides, lecturers’ classroom teaching practices are influence by the lecturers’ position. This
explains competence accrued to the academic positions in the university environment. The details of
the difference is more pronounced between Associate Professor compare to other faculty positions.
The possible explanation for this might be that most of development takes place at Associate
Professor level as it is center of the faculty positions. These academic levels have less workload as
compare to Assistant Professors and Leturers and they are not mostly involving in administrative
activities as compare to Full Professors.

Further, the study concludes that number of training, workshop and other developmental
programme attended do significantly affect the teaching practice among the academic staff. As
explained previously, most of the academic staff usually complain that they are not involve in
schedule of the training and most atime not partcipitated. This usually common among the local
lecturers whould always travel during summer when most of the training and workshop take palce.
Just like in professional competence, number of courses attended seems not to be very importance
among the academic staff at Al-Baha University. The result also reveals that the nationality of
academic staff has significant association with classroom teaching practices. However, the result of t
test could not establish the better side of the two.

The finding is line with some of the existimg studies that find the significant impact of
lecturers’ backgroung on the classroom teaching practices (e.g., Abu Samhadanh, 2010; AlShurman
and Ja’aferah, 2014; Mgheer, Al-Sultani and Abbas, 2015; Musa and Alotaibi, 2011 and Tame, 2008).
For instance, Abu Samhadanh (2010) find significant difference in classroom teaching practices based
on position but fail to document any significant difference based on teaching experience. AlShurman
and Ja’aferah (2014) reveal a significant difference in the classroom teaching based on position held.
The study particularly favour associate professor compared to other catagories of academic staff.
Similarly, Mgheer,et al., (2015) find the significant difference in classromm teaching practices based
on position held. Also, Musa and Alotaibi (2011) find absent of significant influence of number
coursework and workshop on the classroom teaching practices among the academic staff in the
selected universities in Saudi Arabia.

5.3.9 Lecturers’ Background, Professional Competence, Teaching Environment and

Lecturers’ Classroom Teaching Practice

This section discusses the findings regarding the impact of lecturer’s background,
Professional competence and teaching environment on the lecturers’ Calssroom teaching practices.
The analyses were conducted using the multiple regression. Based on the findings, the study
concludes that about 78.9% variation in classroom teaching practices is explains by the three basic
 146

concept of background, Professional competence and teaching environment. However, looking at

individual impact, the study concludes that Professional competence, background and teaching
environment have significant impact on the classroom teaching practice among the academic staff at
Al-Baha University. The findings of this part of study are congruent with that of Long, Ibrahim and
Kowang (2014) who found lecturers’ competences have effect on students’ learning satisfaction. The
findings of this study are consistent with the research findings of Anggraeni (2014) who found that
lecturer’s professional competence affects education and teaching positively. The study of Perks
(2012) found that physical environments have a profound influence on students’ behaviours.

The study carries out number of roboustness tests in order to really identify the specific items
that are most importance for objective policy recommendations. This was done by estimation of a
further multiple linear regression based on each sub-components of the three main component as
presented in the Table 4.30. The results reveal that all the subcomponents under professional
competence are statistically significant in explaining the classroom teaching practices. This could
explain the importance of having these competences among the academic staff. Those with these skills
would manage the classroom properly and impact on students significantly. The authority is expected
to place more attention of development of professional competence among the lecturers by organising
training and workshop in appropriate areas, at appropriate time, and using appropriate resource
persons. The academic staff should also compel to attend the workshop.

The result also exhibit that out of six components under the teaching environment, three
(Size of class, student characteristics, support from faculty and control of teaching) of the
subcomponents have positive significant impact on the classroom teaching practice. While teaching
experience and number of courses attended are statistically significant from the lecturers’ background
in explaining the classroom teaching practices.

To sum up, eleven of the subcomponents are significantly relevant in explaining the
classroom teaching practices. These include five from professional competence namely: Human,
teaching, technology, cultural and evaluation competence. While four out of the teaching environment
are significantly important. These are size of class, support from faculty and control of teaching,
student characteristics, only two out four components of background, that is, number of courses
attended and teaching experience, are significant factors that affect the classroom teaching practices
among the academic staff at Al-Baha University. In addition, the above result was used to develop
initial framework (see Figure 5.1). This is in line with some previous studies (e.g., Aldumyati, 2009;
Radouan, 2014; Essa and AnNaqa, 2006; Mursy, 2005; Al-Alwani, 2009; and Zarqan, 2013). For
instance, Aldumyati (2009) find that teaching competence, evaluation competence, size and students’
characteristics are significant factors that explain classroom teaching practices among the university
lecturers. In the same vein, Radouan (2014) reveals that teaching competence, human competence,
 147

evaluation competence and technology competence contribute significantly to the classroom teaching
practices among the academic staff in the universities.

Meanwhile, results from the qualitative analyses could be seen as giving similar priorities to
all the components. This could be subjectives as compare to quantitative findings that are more
scientific. Based on the design of this study, the priority is given to quantitative and the new
framework is propsed therefrom.

5.3.10 Framework for Improving Lecturers’ Classroom Teaching Practices

The study addresses the last research question by proposing the scientific framework based
on the finding from data analyses presented in Figure 5.1 and based on result of stepwise regression, it
can be concluded that human competence contributes the large portion of variation in the classroom
teaching practice among the academic staff in Al-Baha University with about 63.3%. Cultural
competence has 6.5%, teaching competence has 0.5%, technology competenc has o.4% and evaluation
competence has 0.5%. Hence, it can be seen that professional competence items contribute about
71.2% to the variation in the classroom teaching practices.

Meanwhile, lecturers’ teaching environment has a marginal contribution with an overall of

4.7% which is breakdown as student characteristics 4.1%, control of teaching, support from faculty
and size of class have 0.2% each. Also, the lecturers’ background has total contribution of 3.5%.
While No of courses attended has 3.0%, teaching experience has 0.5%. The new framework has
human as most significant factor that explaines the classroom practices among the academic staff at
Al-Baha University. Number of reasons might responsible for this. For instance, the academic staff
might see the human being that guide all other behavious. The personal development of everyone
would affect significant impact on how to response to challenges being faced on daily basis. It could
also be suggested that human effort toward all other competence would gratly distinguish the serious
elements from unserious once. Hence, affect the attitude toward the environment and classroom
management.

Besides, the present study achieves the tenth objective by presenting the final framework in
Figure 5.1. The figure was suggested based on the results from both quantitative and qualitative
methods. The findings from the qualitative have been presented in the section 4.7.2. The responses
from the interview show that the academic staff identify the significant of professional competence,
background and teaching environment towards classroom teaching practices. Majority of them has
clear understanding of the factors that could affect the management of classroom by the academic
staff. These have been highlighted in the preceeding chapter.
 148

Evaluation Competence
Teaching Competence Technology Competence

Human Competence
Professional Competence Cultural Competence

Teaching Experience
Classroom Teaching
Lecturers’ Practices
Background
No. of courses attended

Teaching Environment
Size of Class Control of Teaching

Students’ Characteristics Support from Facualty

Figure 5.1 The new framework for improving lecturers’ classroom teaching practices

Moreover, human competence is most important component that significantly contributed to

the classroom teaching practices. The result from both methods of analyses adopted in the present
confirm the significant of human competence as of the basic determinants of classroom teaching
practices. While the result from quantitative analysis using stepwise regression indicates that human
competence accounts for about 63.3% variation in the classroom competence, the summary of the
responses from the qualitative data analysis using interview protocol reveals that about three of out
seven respondents mentioned the significance of human competence in the management of classroom
among the academic staff. This might be as result of believe of academic staff that human competence
would make the students like them and promote cordial relationship between them and students. This
is based on religious understanding as they are expected to keep the promise and would question in
the resurrection about the manner in which they led people on earth.

In addition, cultural competence is also significant and contributes to the classroom teaching
practices. The result of stepwise regression give priority to this element after the human competence
as it explain about 6.5% changes in classroom teaching practice. In the same vein, there was an
agreement on the cultural competence among the respondents as an important factor that promotes
management of classroom practice. Most of the universities in the kingdom include Al-Baha admit
students from different countries with different cultural backgrounds. The lecturers are expected to
develop competence towards the management of these diverged cultures. Respondents believe that the
ability of lecturers to entertain and interact with the students from multicultural background is
required if the classroom is to be well managed. The possible reason for this might be the classroom
teaching practices components would be impacted by the cultural competence of the lecturers. The
 149

ability to appreciate the cultural diversity of the students would guide in the responses to their queries,
control the their behaviours and could also assist in the teaching reflection.

In addition, student characteristics is also contributes to classroom teaching practices. It

explains about 4.1% changes in classroom teaching practice base on quantitative data analysis. Also,
this is another agreed upon teaching environment factor that could influence the classroom teaching
practice is the characteristics of students offering the subjects. The factor that they argued has to do
with the level of understanding and assimilation in classroom. When a class has intelligent students,
there would proper coordination and control. The lectures are usually boring as many of the students
could not participate in the class due to their level reason and intelligence. This could be means the
component is related to each of the components of classroom teaching practices such as response to
students’ queries, use of teaching methods, control of student behaviours and teaching reflection.
They all deepens on the students’ characteristics. The academic staff would strive to understand the
characteristics of students in order to control and manage the classroom activities better.

Also, the number of courses attended by the academic staff has significant impact on the
classroom teaching. The concept explains about 3% change in the classroom teaching practices. The
finding from qualitative analysis gives indication about significant of number courses and workshop
attended affect the development of academic staff. Besides, control of teaching is most significant
component under teaching environment. This might be explained that lecture understand the benefits
of control the teaching as this would ensure that the syllabus is cover within the stipulated period.
Control of teaching could also be seen as factor that would affect the most of classroom teaching
practices’ components. The ultimate reason might the success of any activity is capacity to take
adequate control of events within and without the job.

Apart from aforementioned factors, other factors such as teaching competence, technology
competence and evaluation competence contribute marginally to classroom teaching practices from
the quantitative analyses. However, the results from the analyses of qualitative data reveal that these
factors are very importance. Meanwhile, since the results of quantitative analysis is assumed to be
scientific than qualitative, the significances of the items should be considered after the human and
cultural competences that contribute larger explanation of classroom teaching from professional
competence components.

Similarly, size of class and support from faculty marginally explain the classroom teaching
practices from teaching environment components based on quantitative findings. Although, the results
from the respondents attribute best classroom teaching practices to these components as some of them
gave their views regarding the possible factors that could affect the lecturer’s teaching environment.
Factors such as, size of class, control of teaching, students’ characteristics, supports from faculty,
 150

workload, and teaching out-of-field are mentioned frequently by the respondents during the face-to-
face interview.

It could also believe that aggregate contribution of both lecturers’ background, profession
competence and teaching environment explain the classroom teaching practices by 79.5%. This could
means that other factors outside the present study might responsible for about 20.% of variation in the
classroom teaching practises among the academic staff at Al-Baha university of Kingdom of Saudi
Arabia.

5.4 Implications

This study has theorectical, practical and policy implications. Thorectically, this study has
contributed significantly to the educational theories in the field of University lecturing. Three
educational theories were employed in this study. Similarly from practical point of view, this study
has strategically showed the way the educational theories could be applied and implemented in the
Higher Learning Institutions. The study combined theories into question that were empirically tested
quantitatively and qualitatively to answering the research objectives, questions and hypotheses.

From policy perspective, study recommends that Higher learning institutions should support
the academics financially to carry out research professional competence, train the university lecturers
on the strategy of classroom management and provide necessary modern education facilities for the
benefit of university students as well as university lecturers. It is suggested that Academics in the field
of curriculum and instruction should provide students with sound knowledge and skills in university
learning and teaching. The Academics in the field of curriculum and instruction should dig deep to
extract theories and application of significant of competence from the perspective of Qur’an and
Sunnah so as to provide a meaningful option to the conventional theories.

Specifically, Al-Baha University should have continuous teaching and learning development
programme for lecturers workshops, seminars and conferences should be organized for the students
and all academic and non-academic staff in the university in order to come up with suggestions that
will be useful for the development of the university students’ learning and its teaching. The
governments of Saudi Arabia and all educational stakeholders in Al-Baha University should be
convinced about the importance of professional competence, this can also be done through
collaboration with other outstanding universities in the developed Muslim countries such as Malaysia.
 151

The authorities should ensure that intending academic staff is certified as educational
instructor before appointment as lecturer. This could be done by attending special programme on the
teaching methods. This could help in addressing some of the challenges identify in the present study.

Finally, the university should establish a Center of Teaching and Learning to improve the
lecturers’ ability and skills in teaching and learning. The center would responsible for organising
series of developmental program for the academic staff. The center would be on regular basis
organising workshop on teaching methods for the academic staff and classroom management
practices. This would help to overcome most of the deficiencies identified in the present study.

5.5 Recommendation for Future Study

Further, the future research should also conduct training for Saudi teaching staff to enhance
their knowledge so as to ensure the success factors of university lecturing in the country. Additionally,
the future research should use quantitative method or qualitative method separately to study topic of
interest. The future should focus on holding a session in seminars, colloquia, conferences to clearly
explain the concept of professional competence to teaching staff, students, society in Saudi Arabia.
The research suggests that our universities must establish a two- way communication between the
lecturers and students for the successful learning outcome.

In light of the above mentioned, the researcher would like to make some recommendations
for future studies which might be in form of Arabic or English written research. Several studies
carried out on the subject matter discussed herein are mostly from non-Muslim. The researcher would
like to encourage Muslim researchers to take up the challenges of conducting more empirical study in
this area since we have enormous sources on the importance of education. One of the limitations of
this study is that, it was conducted at Al-Baha University. Here, the researcher would like to
emphasize to the researchers to conduct the like of this study on other universities of Saudi Arabia.
Studies are lacking from Arab countries, specifically, Saudi Arabia in examining relationship and
difference between professional competence, classroom teaching practices, and teaching environment.
Based on that, this study recommends the conduction of extensive studies in the grey area where the
empirical studies are lacking.

Also, this study could be replicated by using a large samples of universities in Kingdom
since the present study case studied Al-Baha university. This might give findings differently.
Similarly, a future study might equally consider the population across students, non-academic staff,
and lecturer as there is interaction and interrealation among these stakeholders regaing the
professional competence and the classroom teaching practices. Students are very crucial to the success
 152

of any citadel of knowledge, it would very important if this phenomenon is examined from the
students perspective. A further analyses could be considered in the future by adopting a more
shophicated data analyses method such as structural equation modelling. This might provide a more
scientific findings that could enhances the present findings.

From the variables point of view, a more factors could be considered for future analyses. For
example using demographic as lecturers’ background might provide the instantce on the differences
between a male and a female lecturers. This migh enhance policy formulations and implementations
in the Kingdom. Similarly, sub factors such knowledge competence, communication competence,
could give a new dimension different from present findings and could also impact differently on the
classroom teaching practices among the academic staff.

Finally, job statisfaction and motivation of academic staff could be added to teaching
environment while use of teaching aids could be considered as classroom teaching practices. These
factors could provide a further insight into the relationship between the components as established in
the present study.

5.6 Conclusion

It is suggested that, the findings of this study contributes to the corpus of existing knowledge
in the area of curriculum and instruction from Islamic perspective. The study will also fix some
problems faced in some of Saudi Arabia Universities on the lecturers’ competence, teaching
environment and classroom teaching. It is observed that, the findings of this study cannot be
generalized to other samples or population than the population from where the sample is derived.
Based on this, authorities in the higher education in Saudi Arabia are urged to pave way for more
studies in this area.

Finally, the chapter present the discussion of findings based on the data analyses presented in
previous chapter. The discussion follows the order of research questions for easy understanding of the
flow. The chapter also proposed a new recommendation based on the summary of findings of stepwise
analyses. A some implications of study were highlighted based on theoretical, practical and policy.
The chapter suggest some area of future that were specifically addressed by the present study.
 153

REFERENCES

Abdul Ghaffar, M. N. (2003). Reka Bentuk Tinjauan Soal Selidik Pendidikan.

Skudai : Penerbitan UTM.
Abdul Majeed, M. M; AlRabie, M. A. & Abdul Rahman, A. A. (2004). An
Evaluation Study of the Quality of Graduate Studies in Faculty of Education
at Al Qassim University in the Light of the National Authority for
Assessment and Accreditation Standards. Journal of Al Qassim University.
Aboud, M. A; Ibrahim, M. (2005) Teaching practices of the faculty member of the
university in light of the humanization of education from the view point of
students. Journal of Human Sciences, the second year, No. 22.
Abrami, P., Aslan,. & Nicolaidou, V. (2007). Teaching and learning strategies
questionnaire. CENTRE FOR THE STUDY OF LEARNING AND
PERFORMANCE. Canada.
Abulatefah, L. (2014). The effectiveness of brainstorming strategy in developing
problem solving skills among students at Al Baha University. Journal of
Education 28 (111)
Abulatefah, L. (2012). Assessing of the effectiveness of a suggested training program
to improve the ability of recalling in educational psychology subject on the
achievement of the college of education students at Al- Baha University in
Saudi Arabia. International Interdisciplinary Journal of Education 1(2), 34 –
50
Abu Samhadanh, A. (2010) The degree of the impact of organizational justice on the
job performance of academic teaching staff at Mutah University, Master
Thesis unpublished, Mutah University, Karak, Jordan.
ADEA (Association for the Development of Education in Africa) (2005) The
Challenge of Learning: Improving the Quality of Basic Education in Sub-
Saharan Africa. Paris.
 154

Ahmad, I., Said, H., Zeb, A., Rehman, S., Ahmad, S., & Khan, W. (2013). How
reflective practice improves teachers’ classroom teaching skill? Case of
community based schools in district Chitral, Khyber Pakhtunkhwa. Journal of
Social Sciences and Humanities.
Ahmed, S., & Hijjah, A. R. (2012). The professional competence of the staff
members of the faculties at the university of kassala, from the students’
viewpoint, April, pp 65-82.
Al-Abbad, A. H. (2008). Requirements for applying the academic accreditation
system as an approach to develop faculities of education in Saudi Arabian
universities. Unpublished Master thesis. King Saud University.
Al-Abdul Gafur, F. Y. (2002). Problems facing teaching staff that impact on their
performance occupational level at the basic education faculty in Kuwait.
Arab Gulf Journal for Scientific Research, Vol, 85.
Al-Alwani, M. S. (2009) Teaching practices of faculty member that achieve the
humanitarian aspects of the students, the university magazine, Faculty of
Education, University of the seventh of April, No 12.
Alamairah, M. H (2006) Performance of the faculty members at the University of
Isra Jordan for the tasks assigned to them from their point of view and their
students, Journal of Educational and Psychological Sciences Vol. 7, No. 3.
pp. 96-122.
Alasmer, M. H. (2005) Performance efficiencies of faculty members at the
University of Umm Al-Qura from the viewpoint of the students of
Educational Sciences. No.7. PP131-169.
Al-‘Aqili, S., & Abu Hashim, M. (n.d). Academic problems faced by students of
human faculties inKing Saud University in light of some variables. Retrieved
April 24, 2014 from http://rs.ksu.edu.sa/43264.html.
Al Baha University. (2015). From: Http://portal.bu.edu.sa/web/guest/university-
history. Accessed 15 March, 2015.
Al-Bakr, F. B. (2001). University lecturers’ knowledge and occupational growth:
Reality and hindrances. Field work for the academic staff in some
universities and girls’ colleges in Riyadh. Arab Gulf Journal for Scientific
Research, Vol, 81.
 155

Al Dawood, I. D. (2007). The quantitative and qualitative growth of university

teaching staff at Saudi universities. Assessment study. Unpublished
PhD. Thesis, College of Education, King Saud university, Riyadh.
Aldumyati, S. I. (2009). Academic problems for female students of Taibah
University and its relationship to the level of performance - a field study.
Unpublished research. University of Taibah, Saudi.
Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities:
Challenges and perspectives. ALT-J, Research in Learning
Technology,Routledge, Taylor & Francis Group. Vol. 18, No.1.
Alghamdi, A. H., Li,. L. (2011). Teachers’ Continuing Professional Development
Programmes in the Kingdom of Saudi Arabia. Publication of University of
Exeter.
Al-Ghamdi, F. S. (2012). M-Learning in Improving Practical Skills and
Achievement For Al-Baha University Students. Faculty of Education at Al
Baha University, unpublished research.
Alghamdi, S.S., Wagih,M. E., Alzahrani, A. S., and Attia, M. A. (2015). Investing in
Intellectual Capital for Enhancing the Management Systems in Saudi Arabia's
Higher Education: Albaha University's Experience. Proc. Canada
International Conference on Education (CICE-June 22-25, 2015); University
of Toronto, Toronto, Canada.
AlGhamdi, S. S. (2011). The impact of mobile learning on the development of
critical thinking skills among female students at Department of English
Language at a college Education at King Abdul Aziz University. Faculty of
Education at King Abdul Aziz University, unpublished research
Al-Ghzywat, M. I. (2005) Evaluation of teaching skills among faculty members in
the College of Education Sciences from the standpoint of social female
students - Journal of the Faculty of Education twentieth Year, No. 22
University of the United Arab Emirates.
Al-Hakami, I. A. (2004). Occupational competences for university lecturer from the
perspective of his students and their relationship with other variables. Arab
Gulf Journal for Scientific Research, Vol, 90.
Al-Harbi, H. M. S. (2006). Managements and their role in sustainable professional
development for faculty members at the Saudi universities. Centre of
Professional Development, Ain Shams University, Egypt. Vol. 13.
 156

Al-Hoqail, I. A., & Badr, F. M. (2010). Objective structured brainstorming questions

(OSBQs) in PBL tutorial sessions: Evidence based pilot study. International
Journal of Health Sciences. A Scientific Publications by Qassim University.
Al-‘Iesa, A. (2011). Higher education in Saudi: Research trip identity. Publication of
Dar Al-Saqi, Beirut, Lebanon.
Al-Ismaiel, O. A. (2013). Collaborative blended learning with higher education
students in an Arabic context. Doctoral dissertation, University of
Wollongong.
Al-Jabiri, N. R. (2009). Determinants of academic performance for the male and
female Taiba university students in Saudi Arabia. Arab Gulf Journal for
Scientific Research, Vol, 111.
Aljeboury, H. M. (2008) Evaluating the performance of university teacher in the
light of professional competence and personal qualities.،. Journal of Human
Sciences, Vol. 15, No. 2.
Al-Kabbaa, A. F., Ahmad, H. H., Saeed, A. A., Abdalla, A. M., & Mustafa, A. A.
(2012). Perception of the learning environment by students in a new medical
school in Saudi Arabia: Areas of concern. Journal of Taibah University
Medical Sciences, Vol. 2, Issue, 2.
Al-Keaid, A.A. (2004). Choice of practice: Teaching in Saudi Arabian universities.
Doctoral dissertation. The Pennsylvania State University, University Park,
PA.
Alkhateeb, M. (2004). Academic Accreditation, and its relationship to professional
and scientific development of the faculty members in higher education.
Seminar of development teaching of higher education faculty members at
King Saud Univesity. Between 15-16 of December 2004.
Al-khatib, B. A. ( 2012). The effect of using brainstorming strategy in developing
creative problem solving skills among female students in princess Alia
university college. American International Journal of Contemporary
Research, Vol. 2 No.10.
AlKubaisi, M. A. Y. (2014). “The relationship between Saudi English major
university students’ writing performance and their learning style and strategy
use”. English Language Teaching, 7(4), 83-95.
Allan, J., & Clarke, K. (2007). Nurturing Supportive Learning Environments in
Higher Education Through the Teaching of Study Skills: To Embed or Not to
 157

Embed?. International Journal of Teaching and Learning in Higher

Education, Vol, 19, No. 1, 64-76, ISSN 1812-9129.
Allen, D., & Tanner, K. D. (2006). Rubrics: Tools for making learning goals and
evaluation criteria explicit for both teachers and learners. Cell Biol Educ,
5:197-203.
Al-Mubarak, S. A. I. (2008). Evaluate the performance of the Faculty of Applied
Studies and the Community Service of the King Saud University in Riyadh
from the point of view of female students. Unpublished Master thesis, King
Saud University.
Al Muhsen, M. (2003) Academic obstacles facing faculty member. Journal of
Education, Faculty of Al-Azhar. Iss. 120.
Al Muhsen, M. A. A. (2013), The Academic Profession Among Faculty at Saudi
Universities. European Scientific Journal . Vol 4.
Al-Otaibi, F. K. (2009). Employments in Saudi universities in the light of current
challenges. PhD thesis, published by the King Saud University, Kingdom of
Saudi Arabia.
Al-Rawaf, H., & Simmons, C. (1991). The education of women in Saudi Arabia.
Comparative Education, 77, 187-295.
Alrehaili, T. (2013). The Effect of Using Some Google Apps for Education in
Teaching"Education Technology Course" on Achievement, Social
Intelligence andAttitude Towards It Among the Students at Taibah
University. Faculty of Education at Umm Al Qura University, unpublished
research.
Al-Sharif, E. M. (2010). Evaluation of students / teacher teaching competences in
the curricula and teaching methods of motor expression in the light of
quality academic standars. World Journal of Sport Scinces, 3 (S): PP 311-
358.
Al-Sharhaan, J. A. (2002). Investigating the perception of teaching staff in using
computer and internet for teaching and learning, Journal of King Saud
University. Vol. 14, Iss. 2.
Al-Sharqi, L. M., Hashim, K., & Ahmed, P. S. (2015). Improving the Learning
Environment at a University in Saudi Arabia: Identifying Factors That
Impede or Motivate Learning. International Journal of Sciences: Basic and
Applied Research (IJSBAR).
 158

Al-Shehry, F. D. (2012). Sustainable professional development for faculty members

at Saudi universities in the light of their professional roles. PhD thesis,
King Saud University. Saudi Arabia.
Alsubaie, M. H. (2008) The reality of teaching skills of faculty member at the
Faculty of Applied Science in light of the overall quality from the perspective
of students Umm Al Qura University standards. Faculty of Education,
unpublished research.
Alshurman, M. & Ja’aferah, S. (2014) The Extent of Job Satisfaction among
Academic Staff at Mutah University and its relationship to Their Job
Performance. Journal of Manara. Vol. 20. No 1/B.
Al-Yawar, A.S. (2009). Teaching obstacles for open university in the branch of open
Arabic university in Jeddah. Arab Gulf Journal for Scientific Research, Vol,
112.
Al-Zahir, A. N. S. (2005). Professional development program for the teaching staff
in the Saudi universities: Its stages, implementations, challenges, and
success factors. Doctoral thesis published by Umm al-Qura University,
No, 38, Kingdom of Saudi Arabia.
Al-Zu’bi, A. M. (2003). Academic achievement hindrances among the teachers’
colleges students in Saudi Arabia. Arab Gulf Journal for Scientific Research,
Vol, 87.
Alzu’bi, M. A.(2012).The role of smart board in improving English language skills
in Jordanian universities. The proceedings of the 11th European
Conference on e-Learning University of Groningen The Netherlands.
Amey, M. J. (2010). Leading partnership: Competencies for collaboration. New
Directions for Community Colleges, 14(9), 13-23.
Anggraeni, R.D. (2014). Increasing Lecturer Competence as the Quality Assurance
of Lecturer Performance. Management Studies, ISSN 2328-2185.
Anggraeni, R. D. (2013). Increasing Lecturer’s Competence as the Quality
Assurance of Lecturer Performance. Proceedings of 7th Global Business and
Social Science Research Conference 13 - 14, Radisson Blu Hotel, Beijing,
China, ISBN: 978-1-922069-26-9.
An-Nuh, M. A. (2006). Teaching problems at the teachers’ colleges in Saudi Arabia.
Arab Gulf Journal for Scientific Research, Vol, 98.
 159

Applefield, J.M., Huber, R., & Moallem, M. (2001). Constructivism in theory and
practice: Toward a better understanding. ERIC, High School Journal,
Vol, 84.
Aronson, J. (1995). A Pragmatic View of Thematic Analysis. The Qualitative
Report, 2(1), 1-3. Retrieved from http://nsuworks.nova.edu/tqr/vol2/iss1
Ar-Rawaf, H. S. (2007). Factors leading to female students’ failure at the teachers’
colleges. Arab Gulf Journal for Scientific Research, Vol, 103.
As-Sa’ee, A. J., & An-Nu’aymi, N. M. (2001). Developing self learning programs
using some patterns of multiple choice exams. Arab Gulf Journal for
Scientific Research, Vol, 79.
As Saud, R. )2001( Job satisfaction among faculty members in the Jordanian private
universities, Yarmouk Research Journal, a series of Humanities and Social
Sciences, Vol. 17 (3), No 3, pp. 615-642.
As-Shahrani, A. A. (2013). Higher education and different teaching method. Al-
Watan Journal, January 8. Retrieved from
www.alwatan.com.sa/Articles/Detail.aspx?ArticleId.
As-Sharqi, M. R. (2004). Evaluating science teacher programs in the teachers’
colleges in Saudi Arabia. Arab Gulf Journal for Scientific Research,
Vol, 92.
AsSrayrah, K. A. )2011( Functionality of the faculty members in the Jordanian
public universities from the perspective of the department heads, Damascus
University Journal, Vol. 27, the first and the second number: 601-652.
As-Subai’ee, K. (2009). Perceptions of academic teaching staff towards the use of
effective teaching methods and requirement of its use in Gulf
Universities. Arab Gulf Journal for Scientific Research, Vol. 113.
Astuty, E. (2015). Implementation analysis of lecturer’s pedagogical competence on
student’s academic achievement. Journal of Management Research, ISSN
1941-899X, Vol. 7, Iss. 2.
Australian Institute for teaching and school leadership, (2014). Looking at
classroom practice. Available at www.aitsl.edu.au/docs/default.
Aziz, H. J. (2012) Evaluation of performance among members of the University
from the perspective of their students. Diyala University, Open Magazine,
Issue (50): PP 103-123.
 160

Az-Zahrani, H. A. M. (2006). Psychological, social and educational problems in a

sample of teachers' colleges students who are low academic
achievement in the light of some variables. Unpublished Master thesis.
King Saud University.
Bachioua, L. A. (2006). The quality of education from an islamic perspective, the
charity, the mastery, the quality, the distinction. Journal of Human
Sciences. Vol. 31.
Bagazi, A. (2010). Sixty percent universities dropouts in two years. Middle East
Newspaper, Vol. 11547, July.
Barr, R. B., & Tagg, J. (1995). From teaching to learning - A new paradigm for
undergraduate education. Change, 27(6), 13-25.
Basfar, H. O., Amer, T. A., & Mohammad, R. A. (2011). Teachers' professional
development in universities. Dar Taybah, Cairo, 1st Edition.
Bedi, K., & Lange, H. (2007). The impact of faculty instruction on the learning
experience and outcomes of online learners. Conference Proceeding ascilite,
Singapore.
Bernad, R. M., Rubalcave, B. R. & St. Pierre, D. (2000). Collaborative online
distance learning: Issues for future practice and research. Distance
Education, 21(2), 260-277.
Bennet, S. (2004). Supporting collaborative project teams using computer-based
technologies. Hershey, PA: Idea Group.
Berman, J., & Ritchie, L. (2006). Competences of undergraduate business students.
Journal of Education for Business, 81(4), 205-209.
Bhargava, A. & Pathy, M. (2011). Perception of student teachers about teaching
competencies. American International Journal of Contemporary
Research. Vol. 1 (1):77- 81, Centre for Promoting Ideas,
USA, www.aijcrnet.com.
Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham: SRHE
and Open University Press.
Biggs, J. B. (1993). From theory to practice: a cognitive systems approach. Higher
Education Research and Development, 12, 73-86.
Biggs, J. (2003). Teaching for quality learning at university. The Society for
Research into Higher Education and Open University, 2nd edition.
 161

Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Society for
Research into Higher Education and Open University Press, England.
Bogaz, N. A. (2008). Impacts of using effective teaching method and direct training
on the achievement, and development of teaching skills among students-
teachers. Arab Gulf Journal for Scientific Research, Vol. 110.
Bohnet, I., Herrmann, B., & Zeckhauser, R. (2010). Trust and the reference points
for trustworthiness in Gulf and western countries. Quarterly Journal of
Economics 125(2), 2010: 811-828
Bourgonje, P & Tromp, R. (2011). Quality Educators: An International Study of
Teacher Competences and Standards. Oxfam Novib, Education
International.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis
and code development. Thousand Oaks, CA: Sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
research in psychology, 3(2), 77-101.
Breket, A. M. S.; Alhimyari, A. A.& Alhazmi, M. A. (2010) Elements that attract
the environment of university, unpublished. Taibah University.
Brooks, J., & Brooks, M. (1999). In search of understanding: The case for
constructivist classrooms (3rd ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
Burroughs, N.F. (2007). A reinvestigation of the relationship of teacher nonverbal
immediacy and student compliance-resistance with learning. Commun
Educ, 56:453-475.
Cabrera, A. F., Colbeck, C. L., & Terenzini, P. T. (2001). Developing performance
indicators for assessing classroom teaching practices and student learning.
Research in Higher Education, 42, 327-352.
Cameron, R. (2009). A sequential mixed model research design: design, analytical
and display issues. Southern Cross University ePublications at SCU.
Cavana, R. Y., Delahaye, B. L., & Sekaran, U. (2000). Applied business research:
Qualitative and quantitative methods. John Wiley and Sons Australia.
Carril, M., Sanmamed, G., & Sellés, H. (2013). Pedagogical roles and competencies
of university teachers practicing in the e-learning environment. The
International Review of Research in Open and Distance Learning, IRR ODL.
 162

Castro-Martinez, J. A, Roa, J. C, Benitez. A. P., & Gonzalez. S. (2012). Noise and

attention: Effects of classroom-acoutic change on the attention level of
university students. Politecnico Grancolombiano University Institution,
from http://repository.poligran.edu.co/bitstream/10823/575/1/100614%20%
20Aco ustic%20Change%20Effects-Final.pdf, on 25-3-2015.
Cator, K., Schneider, C., & Ark, T. V. (2014). Preparing teachers for deeper
learning: Competency-based teacher preparation and development. Digital
Promise Accelerating Innovation in Education.
Chong-Cheng, C. (1997). Teaching-learning at university level. Public lecture,
Inaugural Professional Lecture Series, Issu. 5, Universiti Sains Malaysia.
Cole, N.S. (1990). Conceptions of educational achievement. Educational
Researcher, 18, 3: 2-7.
Craig, H., Kraft, R., & du Plessis, J. (1998). Teacher development: Making an
impact. Washington, D.C.: Academy for Educational Development, ABEL
Clearinghouse for Basic Education.
Creswell, J. W. (2003). Research Design: Qualitative, quantitative, and mixed
method approaches. Sage Publications. London. 2nd Ed.
Creswell, J. W. (2002). Educational research: Planning, conducting and evaluating
quantitative and qualitative research. Pearson Education Ltd. New Jersey.
Cuseo, J. (2007). The empirical case against large class size: adverse effects on t he
teaching,learning, and retention of first-year students. Accessed online at:
Https://wiki.doit.wisc.edu/confluence/download/attachments/20938768/Cuse
o.pdf
Darling-Hammond, L., Ancess, J. & Ort, S.W. (2002). Reinventing High School:
Outcomes of the Coalition Campus School Project. American Educational
Research Journal, Vol. 39, Issu. 3, pp.639-673.
De Corte, E. Verschaffel, L., Entwistle, N. J., & van Merrienboer, J. (Eds.) (2003).
Powerful learning environments: Unravelling basic components and
dimensions. Oxford: Elsevier Science.
Department of Education and Training (2004). Competency Framework FOR
TEACHERS.
De Vaus, D. (2001). Research Design in Social Research. Sage Publications.
London.
 163

Dey, E. L., & Hurtado, S. (2000). Faculty survey on teaching, learning and
assessment. The Regents of the University of Michigan.
Dibbon, D. (2004). It’s about time: A report on the impact of workload on teachers
and students. Commissioned by NLTA.
DiPerna, J. C. (2004). Structural and concurrent validity evidence for the academic
competence evaluation scales college edition. Journal of College
Counseling, 7(1), 64-72.
Driver, J. & Campbell, J. (2013). An evaluation of the impact of lecturer
practitioners on learning. British Journal of Nursing,Vol 9, Iss 5.
Duarte, F. P. (2013). Conceptions of good teaching by good teachers: Case studies
from an Australian university. Journal of University Teaching and Learning
Practice, Vol.10.
Duffy, T. M., & Jonassen, D. H. (1992). Constructivism: New implications for
instructional technology. In D. H. Jonassen (Ed.), Constructivism and the
technology of instruction: A conversation (pp. 1-16). Hillsdale, NJ: Lawrence
Erlbaum Associates.
Dunbar, C. (2004). Best practices in classroom management. Michigan State
University.
Dunkin, M. J. (1991). Orientations to teaching, induction experiences and
background characteristics of university lecturers. The Australian
Educational Researcher, 18(1), 31-52. doi:10.1007/bf03219483
Edwards, M., L. M. Sánchez-Ruiz & C. Sánchez-Díaz (2009). Achieving
Competence Based Curriculum In Engineering Education In Spain.
INGENIO (CSIC-UPV) Working Paper Series 04.
Ellet, C. Loup, K. Culross, R., McMullen, J. and Rugutt, J. (1997), “Assessing
Enhancement of Learning, Personal learning Environment, and Student
Efficacy: Alternatives to Traditional Faculty Evaluation in Higher
Education”, Journal of Personnel Evaluation in Education, Vol.11.
Entwistle, N. J. (1987). A model of the teaching-learning process derived from
research on student learning. In J. T. E. Richardson, M. W. Eysenck, & D.
Warren Piper (Eds.) Student learning: research in education and cognitive
psychology. Milton Keynes: SRHE/Open University Press.
 164

Entwistle, N. (2000). Promoting deep learning through teaching and assessment:

Conceptual frameworks and educational contexts. Paper presented at the
TLRP Conference, Leicester.
Entwistle, N. (2003). University Teaching-Learning Environments and Their
Influences on Student Learning: An Introduction to the ETL Project. EARLI
Conference, Padova, 26 – 30.
Entwistle, N., McCune, V., & Hounsell, J. (2002). Approaches to Studying and
Perceptions of University Teaching-Learning Environments: Concepts,
Measures and Preliminary Findings. Enhancing Teaching-Learning
Environments in Undergraduate Courses Project, Higher and Community
Education, School of Education, University of Edinburgh, Paterson’s Land,
Holyrood Road, Edinburgh.
Epstein, R. M. & Hundert. E. M. (2002). Defining and assessing professional
competence. JAMA Journal, 287(2):226-235, doi:10.1001/jama.287.2.226
from: http://medicina.udd.cl/ode/files/2010/07/epstein_JAMA_1461.pdf,
Essa, H. Z; and AnNaqa, S. A. (2006) Evaluating the professional skills possessed
by the faculty in the College of Education at the Islamic University from the
viewpoint of the members of their students according to quality criteria -
Second Educational Conference role of higher education in the overall
development. College of Education - Islamic University.
Evans & D. Nation (Eds.). Changing university teaching (pp. 10-23). London:
Kogan Page.
Faudah, A. M. (2003). Cooperative learning and its effect on achievement and
attitude toward computer among the Education female students, King
Saud University, Arab Gulf Journal for Scientific Research, Vol. 86.
Ferris, A., & Hedgecock, J. C. (2005). Teaching ESL composition: Purpose, process
and practice. Mahwah, NJ: Erlbaum Associates.
Field, A. (2006). Reliability analysis. Research Method. Accessed 18 March 2015
at: Http://www.statisticshell.com/docs/reliability.pdf
Field, A. (2013). Discovering statistics using IBM SPSS statistics. London, Sage.

Fraser, B. J., Aldridge, J. M., & Soerjaningsih, W. (2010). Instructor-student

interpersonal interaction and student outcomes at the university level in
indonesia. The Open Education Journal, 3(1).
 165

Frey, K. A. (2009). Understanding incivility in the college classroom. Virginia

Polytechnic Institute & State University, Running Head.
Gaff, J.G., & Wilson, R. C. (1971). The teaching environment. Published by
American Association of University Professors. Vol. 57. Issu. 4.
Galton, M., & MacBeath, J. (2002). A life in teaching: The impact of change on
primary teachers’ working lives. Available at
http://www.educ.cam.ac.uk/people/staff/galton/NUTreport.
Galton, M., & Mac Beath, J. (2010). Balancing the workload equation in primary
schools: A continuing story? Asia-Pacific Journal of Teacher Education,
38, 301-315.
Gambone, M. A., Klem, A. M. & Connell, J. P. (2002). Finding out what matters for
youth: Testing key links in a community action framework for youth
development. Philadelphia Youth Development Strategies and Institute for
Research and Reform in Education.
Gay, L. R. (1996). Educational research: Competencies for analysis and application.
New York: Macmillan, 9th Ed.
Giesen, N. (2004). Constructivism: A holistic approach to teaching and learning.
Faculty Development and Instructional Design Center, Northern Illinois
University.
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education:
Student perspectives on learning with cell phones, smart phones and
social media. The Internet and Higher Education, Vol 19- PP 18-26.
Glasgow, N. A. (1997). New curriculum for new times: A guide to student-centred,
problem-based learning. Thousand Oaks, CA: Corwin Press, Inc.
Gok, T. (2012). Development of problem solving confidence questionnaire: Study of
validation and reliability. Lat. Am. J. Phys. Educ. Vol. 6, Issu. 1.
Grant, G., Elbow, P., Ewens, T., Gamson, Z., Kohli, W., Neumann, W., Olesen, V.,
& Riesman, D. (1979). A critical analysis of competence based reforms in
higher education. Published by the University of Chicago.
Gravetter, P. J. & Wallnau, L. G. (2004). Essentials of Statisitics for Behavioral
Scince. (6th Ed.) Belmont, CA: Thomsom Learning.
Grift and Wal (n.d). Measuring the development of professional competence among
teachers.
 166

Groccia, J. E. (2012). A model for understanding university teaching and learning.

Chapter One from the Handbook of College and University Teaching: A
global perspective. Sage Publication.
Guskey, T. R. (1986). Staff development and the process of teacher change.
Educational researcher, 15(5), 5-12.
Guyon, I., Saffari, A., Dror, G., & Cawley, G. (2010). Model selection: Beyond the
bayesian/frequentist divide. Journal of Machine Learning
Research, 11(Jan), 61-87.
Haddad, M. B. (2004).Professional development for the university teaching staff: a
comparative study. Alamalkotob. First Edition.
Hall, E. T. (1966). The hidden dimension. Garden City, NY: Doubleday.
Hall, E. T. (1976). Beyond culture. Garden City, NY: Doubleday.
Hallinger, Philip (2010). Using Faculty Evaluation to Improue Teaching Quality,
Case study of Higher Education in Southwest Asia, Evaluation and
Accountability, 22 (4), 253-274.
Hannafin, M. J., Hill, J. R., & Land, S. M. (1997). Student-centred learning and
interactive multimedia: Status, issues and implications. Contemporary
Education, 68(2), 94-97.
Herrington, J., Mantei, J., Herrington, A., Olney, I., & Ferry, B. (2008). New
technologies, new pedagogies: Mobile technologies and new ways of
teaching and learning. Proceedings ascilite Melbourne 2008: Full paper:
Herrington.From:http://www.ascilite.org.au/conferences/melbourne08/procs/
herrington-j.pdf, on 20-3- 2015.
Harrison, D. (2004). Professional Competence. Chartered Professional Accountants,
Canada.
Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher
Education: Policies and Practices. IMHE Institutional Management in Higher
Education.
Henard, F., & Leprince-Ringuet, S. (2008). THE PATH TO QUALITY
TEACHING IN HIGHER EDUCATION. Institutional Management for
Higher Education (IMHE).
Herrington, J., Mantei, J., Herrington, A., Olney, I., & Ferry, B. (2008). New
technologies, new pedagogies: Mobile technologies and new ways of
teaching and learning. Proceedings ascilite Melbourne 2008: Full paper:
 167

Herrington.From:http://www.ascilite.org.au/conferences/melbourne08/procs/
herrington-j.pdf, on 20-3-2015.
Hofstede, G. (1980). Culture’s consequences: International differences in work-
related values. Beverly Hills, CA: Sage.
Hofstede, G. (2001). Culture’s consequences: comparing values behaviors,
Institutions and organixations across nations. 2nd Ed. Thousand Oaks, CA:
Sage.
Hussain, I. (2012). Use of constructivist approach in higher education: An
instructor’s observation. Journal of Creative Education, Science Research.
Ijaiya, N.Y.S. (1999). Effect of overcrowded classrooms on teacher – students’
interactions. UniIlorin Journal of Education. Vol.19, at:
Www.unilorin.edu.ng/journals/.../EFFECTS%20OF%20OVER.pdf
Inegethan, I. H. (2008). Learners’ attitudes toward the use of information technology
in the university lecture. Published paper at the Development Seminar of the
Academic staff in the Higher Education, King Saud University, Riyadh,
Kingdom of Saudi Arabia.
Ingersoll, R. (2003). Is there really a teacher shortage?. University of Pennsylvania,
Reprinted from A Research Report Co-sponsored by The Consortium for
Policy Research in Education and The Center for the Study of Teaching and
Policy.
Isambert, P. (2010). Lecturer. Available at:
https://mirror.hmc.edu/ctan/macros/generic/lecturer/doc/lecturer-doc.pdf
Jan, K. M.(2009) Teaching competencies of faculty members in educational
departments at the University of Umm Al-Qura from the viewpoint of female
graduate students, Journal of the College of Education, Umm Al Qura
University, Makkah.
Johnson, I. M. (2010). Cultural competence: Laying the foundation for education
and leadership. Available at
//www/wtamu.edu/webres/File/Journals/MCJ/Volumes5-2/Johnson.pdf.
Jones, E. A., Hoffman, S., Moore, L. M., Ratchliff, G., Tibbetts, S., Click, B. A. L.,
& Corrallo, S. (1995). National assessment of college student learning:
Identifying college graduates’ essential skills in writing, speech and
listening, and critical thinking. PA: National Center on Post secondary
Teaching, Learning, and Assessment.
 168

Kamariddin, W. N.M . and Ibrahim, M. S. (2010). Lecturer Efficacy, Professional

and General Competencies of Malaysian Polytechnic Technical Lecturers.
RCEE & RHEd2010 Kuching, Sarawak.
Kanter, Rosabeth Moss, 1995, Usmara H. (editor), Kekuasaan dalam Handbook of
Organization: Kajian & Teori Organisasi, Yogyakarta: Amara Books.
Kazim, A. M., & Jabr, S. K. (2006). Evaluating art programs in the sultan Qaboos
university from the perception of the ex-students. Arab Gulf Journal for
Scientific Research, Vol. 100.
Keengwe, J. (2007). Faculty integration of technology into instruction and students'
perceptions of computer technology to improve student learning. Journal of
Information Technology Education. Vol.6, pp169-180.
Kember, D., & Kwan, K. (2000). Lecturers’ approaches to teaching and their
relationship to conceptions of good teaching. Instructional Science, 28,
469e490.
Khan, P., Young, R., Grace, S., Pilkington, R., Rush, L., Tonkinson, B., & Willis, I.
(2008). The role and effectiveness of reflective practices in programmes for
new academic staff: A grounded practitioner review of the research
literature. Publication of the University of Manchester.
Khaqo, M. H., & As-Sab’, S.S. (2007). Entrance to suggestion for grammar teaching
in the university highlighting grammatical concepts. Journal of Social
Sciences, Vol, 23, Special, p. 239-264.
Khulyfat, A.، )2000( Job satisfaction of faculty members at Mutah University,
Journal of Educational and Psychological Sciences, No 38.
King, G., Tomz, M., & Wittenberg, J. (2000). Making the most of statistical
analyses: Improving interpretation and presentation. American journal of
political science, 347-361.
King Saud University. (2015). Http://ksu.edu.sa/en/about-ksu/history. Accessed 15
March, 2015.
Knofczynski, G. T., & Mundfrom, D. (2007). Sample sizes when using multiple
linear regression for prediction. Educational and Psychological Measurement
Journal.
Kouwenhoven, W. (2003). Designing for competence: towards a competence-based
curriculum for the Faculty of Education of the Eduardo Mondlane University.
(Doctoral thesis). Enschede: University of Twente.
 169

Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research

activities. Educational and Psychological Measurement, 30, 607-610.
Laal, Z. (2000).Importance of using internet in education from the perception of
academic staff in the Saud universities. Journal of Attaawun, Vol.52.
Laal, Z. (2004). The effectiveness of multimedia on achievement and skills of
design and preparing slides with sound. Arab Gulf Journal for Scientific
Research, Vol. 93.
Lakeh, M. A ; Moonaghi, H. K ; Makarem, A ;Esmaily, H ; Ebrahimi, M. &
Ashoori, A. (2012). Medical Faculty Members’ Teaching Competencies and
Factors Affecting It. Future of Medical Education Journal. September.
Laughridge, V. J. (2011). The relationship between professional development and
teacher change in the implementation of instructional strategies that
support elementary students’ science textbook reading. A PhD Dissertation,
Lincoln, Nebraska.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students' attitudes to
student-centred learning: Beyond 'educational bulimia'? Studies in Higher
Education, 28(3), 321-334. doi: 10.1080/03075070309293.
Lembke, M. (2006). The effect of staff development on teacher practice. Master’s
dissertation at the University of Nebraska-Lincoln. Available at
http://scimath.unI.edu/MIM/flies/research/Lembke_AR%20Final_LA.pdf.
Leonaviciene, V. (2009). Student teachers’ preparation for classroom practice;
professional competencies in terms of knowledge, skills and approach.
Vilnius Pedagogical University.
Lewin, K. (1942). Field theory and learning. Yearbook of the National Society for
the Study of Education, 41. part 2.215-242.
Lewin, K. (1992). Contemporaneity rule. Published by the Tavistock Institute.
Liberante, L. (2012). The importance of teacher–student relationships, as explored
through the lens of the NSW Quality Teaching Model. Journal of Student
Engagement: Education matters 2012, 2 (1), 2–9.
Long, C.S., Ibrahim, Z., & Kowang, T.O. (2014). An Analysis on the
Relationship between Lecturers’ Competencies and Students’ Satisfaction.
International Education Studies; Vol. 7, Issu 1.
Lucky, E. O. I., & Yusoff, N. B. M. (2013). A conceptual framework on teaching
qualifications, characteristics, competence and lecturer performance for
 170

higher education institutions in Nigeria. Malaysian Online Journal of

Educational Management, 1(3), 35-47
Luo, J., Bellows, L., & Grady, M. (2000). Classroom management issues for
teaching assistants. Research in Higher Education, Vol. 41, Issu. 3.
Malouff, J. M. (2011). Teaching problem solving to college students. University of
New England.
Markwell, D. (2003). Improving teaching and learning in universities. Business
higher education roiund table.
Mason, J. L. (1995). Cultural competence self- Assessment questionnaire: A menual
for users. Research and Training Center, Portland State University.
Mathew, N. G. (2012). Reflective Classroom Practice for Effective Classroom
Instruction. International Education Studies, Vol. 5, Iss 3.
McConney, A. & Price, A. (2009).Teaching out-of-field in Western Australia.
Australian Journal of Teacher Education, Vol. 34, Iss. 6.
McDaniel, C. & Gates, R. (1999). Contemporary marketing research. 4th Edition.
South Western University Publications: Cincinnatti.
McNeely, C.A., Nonnemaker, J. M. & Blum, R. W. (2002). Promoting school
Connectedness: Evidence from the national longitudinal study of adolescent
health. Journal of School Health, Vol. 72, Iss 4.
Mehdipour, Y. & Balaramulu, D.(2013). The influence of teacher’s behavior on the
student’s self – regulation. IOSR Journal of Research & Method in
Education.Vol. 1, Iss. 6.
Merriënboer, J.J.G. van, M.R. van der Klink & M. Hendriks (2002). Competenties:
van complicaties tot compromis. Over schuifjes en begrenzers. Den Haag:
Onderwijsraad.
Mgheer, A. H; Al-Sultani, N. H& Abbas, W. A. (2015). Availability of the ISO
standards of the Performance of the University Instructors in the Department
of Science\ College of Basic Education from the Students' point of View.
Journal of College of Basic Education, educational and humanitarian /
Babylon University of Sciences. April.
Millcy, W. M. (2003). What You Don't Know Can Hurt You Students' Perceptions of
Professors' Annoying Teaching Habits, College Students Journal,. (37),.
No(3) , P. 447-455.
 171

Mizell, H. (2010). Why professional development matters. Learning Forward. The

United States of America. ISBN 978-0-9800393-9-9.
Moreno-Murcia, J. A., Torregrosa, Y. S., & Pedreño, N. B. (2015). Questionnaire
evaluating teaching competencies in the university environment. Evaluation
of teaching competencies in the university. New Approaches in Educational
Research, Vol. 4, Iss 1.
Mulder, M. (2014). Conceptions of professional competence.
Mulder, M., Gulikers, J., Wesselink, R., & Biemans, H. (2008). The new
competence concept in higher education: error or enrichment? Paper
presented at the AERA, New York.
Munajid, M. (2015). Trust in Islam. Retrieved 2017. Available at
https://islamqa.info/en/232749
Murray, C., & Greenberg, M.T. (2000). Children’s relationships with teachers and
bonds with school: An investigation of patterns and correlates in middle
childhood. Journal of School Psychology, 38, 423-445.
Mursy, M. M. (2002) Modern trends in the contemporary university education and
methods of teaching, Cairo: Journal of The world of books.
Musa, M. F. A & Alotaibi, M. N.(2011). Improving the performance of the teaching
staff at the University of Najran in accordance with the standards for
accreditation and quality. Published in the Journal of Education Faculty - Al-
Azhar University, No 145 March.
Nawwar, H. F., & As-Shaykh, F. A. (2011). Performance quality of Academic
teaching. Conference of development and quality. 6-7 December 2011,
Jazan University, Saudi Arabia.
Niemiec, C. P, & Ryan, R. M. (2009). Autonomy, competence, and relatedness in
the classroom. Applying self-determination theory to educational practice.
Journal of SAGA. Vol. 7(2).
Ololube, N. P. (2008). Evaluation competencies of professional and non-
professional teachers in Nigeria. Elsevier, Journal of Science Direct, Studies
in Educational Evaluation.
Olymat, S. N (2006) Educational competencies of academic teaching staff at
Yarmouk University, Educational Journal, Volume 20, No 78, pp. 151-180.
Perks, T. (2012). What makes a classroom an effective learning environment. The
Published thesis from the University of Lethbridge.
 172

Peters, O. (2000). The transformation of the university into an institution of

independent learning. In T.
Physics department at the science college (2010). Low academic achievement
among university students. Babylon University, Retrieved on April 24, 2014
from www.uobabylon.edu.iq/uobcoleges/fileshare/article
Postareff, & Lindblom-Yla¨nne (2008). Variation in teachers’ descriptions of
teaching: Broadening the understanding of teaching in higher education.
Elsevier.
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you
know what is being reported? critique and recommendations. Research in
Nursing and Health, 29, 489- 497.
Pozo-Muñoz, C., Rebolloso-Pacheco, E., & Fernandez-Ramirez, B. (2000). The
ideal teacher: Implications for student evaluation of teacher effectiveness.
Assessment & Evaluation in Higher Education,Vol. 25, Iss. 3.
Prosser, M. & Trigwell, K. (1997). Relations between perceptions og the teaching
environment and approaches to teaching. British Journal of Educational
Psychology.
Radouan, B. (2014) Professional Competencies Needed for University Faculty
Members from the Students’ point of view – students of the University of
Jijel-sample, PhD thesis, Setif 2 University. Algeria.
Rasul, S., Bukhsh, Q., & Batool, S. (2011). A study to analyze the effectiveness of
audio visual aids in teaching learning process at university level. Elsevier,
SciVerse Science Direct Publication.
Rasul, S., & Bukhsh, Q. (2012). A study of the utilization of instructional
technology at higher level. Journal of International J. Sci. & Education, Vol.
2, Iss. 4.
Ratcliff, N. J., Jones, C. R., Costner, R. H., Savage-Davis, E., Sheehan, H., & Hunt,
G. H. (2010). Teacher Classroom Management Behaviors and Student
Time-on-Task: Implications for teacher education. Journal of Action in
Teacher Education, Vol. 32, Iss. 4, 38-51.
Reaper, L., & McShane, I. (2010). Teachers’ workload survey. UTI, Behavior and
Attitude, at: Www.tui.ie/_fileupload/Behavour%2520and%2520Attitudes
%2520teacher%2520workload%2520survey.ppt+&cd=1&hl=en&ct=clnk&gl
=my.
 173

Richardson, J. T. E. (2005). Students’ approaches to learning and teachers’

approaches to teaching in higher education. Educational Psychology, Taylor
and Francis, Vol. 25, pp. 673-680.
Roberts, T.S . (2004). Online collaborative learning: Theory and practice. Central
Queensland University, Australia.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
thinking. Journal of Teachers College Record, Vol. 104, Iss. 4. Pp. 842-
866.
Sahakian, W. (1976). Theories of learning in educational psychology. Available at:
www.lifecircles-in.com.
Salamah, A. M. (2005). Educational technology competencies of faculty members in
teachers’ colleges in Saudi Arabia and the degree of utilizing them.
Dirasat International Journal of Educational Sciences, Vol, 32, Iss. 2.
Samsudin1, S., & Islam, M. S. (2015). Value of al-amanah in human’s life.
International Journal of Scientific and Research Publications, Volume 5,
Issue 4, ISSN 2250-3153.
Saudi Arabian Cultural Mission to Washington DC, (2011).
Saudi Ministry of Higher Education. (2000). Policy of ministry of higher education:
Universities and their bulletins. Council of Ministry of Higher Education,
General Directorate, First Edition.
Saxena, S. (2013). Best classroom practices for student centric teaching. Available
at www.http://edtechreview.in/trends-insights/insights/775-best-classroom-
practices.
Schnonert-Reichl , K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-
based education program on pre-and early adolescents’ well-being and
social and emotional competence. Springer Science and Business Media
Publication. Doi 10.1007- s 12671-010-0011-8.
Sdouh, W. M. (2013). The effect of using the strategies of brainstorming and
computer education in academic achievement and the development of
creative thinking skills of sixth grade students in Jordan and their attitudes
towards learning mathematics. European Scientific Journal, vol.9, No.13
ISSN: 1857 – 7881.
Sekaran, U. (2003). Research methods for business: a skill building approach.
Hoboken, NJ: John Wiley & Sons, 4th Edition.
 174

Shahata, H., & Abal Khail, F. (2001). Teaching and university evaluation: Future
critique study. Arab Gulf Journal for Scientific Research, Vol. 78.
Shah, S. R., Hussain, M.A., & Nasseef, O.A. (2013). Factors impacting EFL
teaching: An exploratory study in the Saudi Arabian context. Arab World
English Journal.
Shaheen, M. & Shindi, I. (2014). The quality of education from an Islamic
perspective. The paper presented at the Quality Education in The Palestine
University by Al-Quds Open University.
Shuman, D. K., & Ham, S. H. (2010). Toward a Theory of Commitment to
Environmental Education Teaching. The Journal of Environmental
Education.
Slovenia, L. (2015). Improving university teaching. Available at:
Http://www.iutconference.com/
Smith, M. K. (1999). Competence and competency: What is competence? How has
it been reduced to competency? What is the impact on education and
training? In Mark K. Smith: Infed (the informal education homepage).
Sobrepena, T. Y. (2011). Research instruments. Scribd, Attribution Non-
Commercial. Accessed 18 March, 2015 from
http://www.slideshare.net/argellee.
Solomon, G. A. (2015). Instructional media for effective teaching and learning.
Journal of Academia.Edu, at: http://www.academia.edu/4661905/
INSTRUCTIONAL_MEDIA_FOR_EFF ECTIVE_T EACHING_AND_
LEARNING.
Sosu, E. M., & Gray, D. S. (2012). Investigating change in epistemic beliefs: An
evaluation of the impact of student teachers’ beliefs on instructional
preference and teaching competence. International Journal of
Educational Research. Vol. 53, pp. 80-92.
Stacey, A. (2008). Trustworthiness. Retrieved 2017. Available at
https://www.islamreligion.com/articles/1703/trustworthiness/
Sulaiman, S. K., & As-Somaadi, M. A. (2008). Academic problems among the
students of teachers’ colleges in Saudi Arabia in light of specialization
and educational level. Arab Gulf Journal for Scientific Research, Vol. 109.
Talis, (2009). Creating Effective Teaching and Learning Environments. ISBN 978-
92-64-05605-3.
 175

Tame, H. (2008) The opinions of graduate students in the teaching performance of

faculty members in the College of Graduate Studies at An-Najah National
University, Palestine. Unpublished.
Tawarah, H. M. (2013). Teachers’ effectiveness in asking classroom’s questions and
their interaction with students’ responses and questions. International
Journal of Educational Sciences, 5(2): 117-122.
Titsworth, B. S. (2001). The effects of teacher immediacy, use of organizational
lecture cues, and students’ notetaking on cognitive learning. Commun
Educ, 50:283-297.
Trinder , J. C. (2008). Competency standards - a measure of the quality of a
workforce. The International Archives of the Photogrammetry, Remote
Sensing and Spatial Information Sciences. Vol. XXXVII. Part B6a. Beijing.
Turner, T. (2011). Power in collaboration. Harvard International Review, 33 (1), 74-
77.
Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college
faculty in student learning and engagement. Available at
http://nsse.iub.edu/pdf/research_papers/faculty_do_matter.pdf
Umm Al-Qura University. (2015). Https://uqu.edu.sa/page/en/48. Accessed 15
March, 2015.
University and College Union. (2012). Excessive workloads: A risk worth assessing.
From: Www.ucu.org.uk/media/docs/5/m/fe_workloadtoolkit_oct12.doc+&cd
=1&hl=en&ct=cln k&gl= my.
University of Fribourg. (n.d). Evaluation for gender sensitive teaching.
Http://www.unifr.ch/didactic/fr/recherche/projet-e-qual.
University of Southern California. (2008). Teaching in diverse classroom. Center
for Excellence in Teaching. Available at
http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/2.
University of Wisconsin-Madison. (n.d). Study of faculty and academic staff
worklife at the University of Wisconsin-Madison. University of Wisconsin
Survey Center.
Vermunt, J. D. (1998). The regulation of constructive learning processes. British
Journal of Educational Psychology ,68, 149-171.
 176

Vito, M. M. (2007). The impact of faculty-student interaction outside of classroom

on faculty satisfaction, engagement, and retention. PhD Thesis Submitted in
Educational Leadership Northern Arizona University.
Von Glaserfeld, E. (1995). Radical constructivism: A way of knowing and learning.
Bristol, UK: Falmer Press.
Witt, P. L. & Wheeless, L. R. (2001). An experimental study of teachers’ verbal and
nonverbal immediacy and students’ affective and cognitive learning.
Commun Educ, 50:327-342.
Woodward, P.(2005). Faculty and student computer usage in higher education:
faculty and student responses to CSU technology surveys. University of
California, Davis.
Wong, W. Y. & Moni, K. (2014). Teachers’ perceptions of and responses to student
evaluation of teaching: purposes and uses in clinical education. Journal of
Assessment & Evaluation in Higher Education, Vol. 39, Issue 4.
Wynd, C. A., Schmidt, B., & Schafer, M. A. (2003). Two quantitative approaches
for estimating instrument content validity. Western Journal of Nursing
Research, 25, 508-518.
Yuan, X., & Che, L. (2012). How to deal with student misbehavior in the
classroom? Journal of Educational and Developmental Psychology, Vol. 2.
Zarqan, L. (2013) Propose a training program for members of the university faculty
in light of the standards of quality in higher education at the University of
Setif 1-2. PhD thesis, Faculty of Social Sciences and Humanities, Department
of Psychology, Educational Administration. Unpublished.
Zeleke, A. S. (2012). Continuous professional development program for higher
education academics in Ethiopia: Views, perceived needed competencies and
organization in focus. Greener Journal of Educational Research, Vol.2(3),
pp027-041.
Žeravíková, I., Tirpakova, A., and Markechová, D. (2015). The analysis of
professional competencies of a lecturer in adult education. Publication of
Springerplus.
 177

APPENDIX A

QUESTIONNAIRE

1. Section One: Demographic data:

Gender: Nationalty: Position: Teaching

1.( ) Lecturer experience:
1. ( ) Male 1. ( ) Saudi
2.( ) Assistant Prof *Please write your
2. ( ) Female 2. ( ) Non-Saudi period of teaching
3.( ) Assoc. Prof experience.

4.( ) Prof (…………) YEARS

Have you attended to any Courses in teaching practices such

as ( teaching methods, classroom management, evaluation
methods…elt) or/and using technology in teaching?

1.( ) Yes

2.( ) No

If YES, seasonal Courses in teaching method or/and

technology:
No. Of Courses Attended:
1.( ) One Course
2.( ) Two Courses
3.( ) Three Courses
4.( ) Four Courses and more

Period of courses attended

1.( ) Less Than a Week
2.( ) One Week
3.( ) Two Weeks
4.( ) Three Weeks and more
 178

2. Section two contains the rating scale as follows:

1. Strongly disagree
2. Disagree
3. Neither agree or disagree
4. Agree
5. Strongly agree

SD D N A SA
A- ( PROFESSIONAL COMPETENCE ) 1 2 3 4 5

Teaching Competence
I am able to enhance the students’ learning
1 1 2 3 4 5
performance in the classroom.
I provide clear information about teaching
2 objective for students to make the class student 1 2 3 4 5
centered.
I encourage students’ participation in my
3 1 2 3 4 5
teaching.
4 I develop students’ interest to learning. 1 2 3 4 5
I have knowledge of teaching methods that focus
5 1 2 3 4 5
on student
I am able to use of student-focused teaching
6 1 2 3 4 5
methods.
I design the classroom content to fit students’
7 1 2 3 4 5
learning to make them focus

Human Competence
I establish an extensive one-on-one interaction
1 1 2 3 4 5
with my students in and out of the classroom
I make myself available to students during office
2 hours for discussion about their study as parts of 1 2 3 4 5
my responsibility
I make myself available after office hours to
3 attend to the students as parts of my 1 2 3 4 5
responsibility
I interact satisfactorily with the students to create
4 good relationship between me and them in 1 2 3 4 5
teaching and learning
I have to be proficient in my work because I
5 1 2 3 4 5
know I will be accountable to Allah
I must have good intention in my teaching to
6 1 2 3 4 5
benefit myself and students as Allah wants
I will teach the students to the best of my ability
7 1 2 3 4 5
according to Allah’s injunction
I keep to the teaching requirements of my
8 1 2 3 4 5
University according to Allah’s injunction
Technology Competence
 179

I am able to use technology devices for teaching

1 1 2 3 4 5
in the classroom.
I have a good experience of how to use smart
2 1 2 3 4 5
board in teaching.
I have a good experience of how to use computer
3 1 2 3 4 5
in teaching.
4 I use computer for teaching in the classroom. 1 2 3 4 5
5 I use smart board for teaching in the classroom. 1 2 3 4 5
6 I am proficient in using technology devices in teaching.1 2 3 4 5
I feel comfortable using technology devices in
7 1 2 3 4 5
teaching.
Evaluation Competence
I have the knowledge, skills and attitudes relating
1 to evaluation of students, in order to help them 1 2 3 4 5
learn
I use different questioning techniques to assess
2 1 2 3 4 5
the students in the final exam
I know different evaluation methods for
3 1 2 3 4 5
improving students’ learning
I use different evaluation methods for improving
4 1 2 3 4 5
students’ learning
I assess that students want more feedback than
5 1 2 3 4 5
exam scores
I am completely free to assess my students’
6 1 2 3 4 5
assignment
I am completely free to assess students’
7 1 2 3 4 5
classroom participation
Cultural Competence
I know how to attend to students from
1 1 2 3 4 5
multicultural background
I interact with students of different cultures of
2 1 2 3 4 5
learning
I feel comfortable with my students because they
3 1 2 3 4 5
are from various cultures and norms
I explain clearly because my students are from
4 1 2 3 4 5
various cultures of understanding
I utilize my cultural experience to help students
5 1 2 3 4 5
work collaboratively in my classroom
I utilize my cultural experience to help students
6 1 2 3 4 5
work effectively
I direct students of different cultures toward
7 1 2 3 4 5
teamwork in my classroom
B- ( TEACHING ENVIRONMENT )
Size of Class
I feel comfortable with large number of students
1 1 2 3 4 5
in class.
2 My class overcrowding and lack of space. 1 2 3 4 5
 180

No possibility of productive group work in my

3 1 2 3 4 5
class.
I dislike teaching large class because it
4 1 2 3 4 5
discourages contact between myself and students
I just try to get the students to take a good set of
5 1 2 3 4 5
note when I teach large classes
6 The number of students in my class less than 30 1 2 3 4 5
The number of students in my class from 30 and
7 1 2 3 4 5
more
Control of Teaching
I feel that department provides all lecture rooms
1 1 2 3 4 5
with teaching aids
I use a syllabus that concentrates on basic
2 1 2 3 4 5
teaching
I feel that my teaching will be effective if I use
3 1 2 3 4 5
instructional technology
4 I lack the use of teaching aids in the classroom 1 2 3 4 5
I feel I have control when I use audio visual aids
5 1 2 3 4 5
in teaching
I do not have control of using visual aid during
6 1 2 3 4 5
teachings
Students’ Characteristics
I have had to re-think the way that I teach
1 because of increasing numbers of lower standard 1 2 3 4 5
students
I find it hard to predict what the students know
2 1 2 3 4 5
and what they do not know
I feel that the students want me to assist them in
3 1 2 3 4 5
their learning process
I find that students are often intolerant of
4 1 2 3 4 5
anything outside the classroom
I cannot discuss many things with my students
5 1 2 3 4 5
because of their poor language skill
I cannot direct my teaching for having a range of
6 1 2 3 4 5
talent students in my classroom
Support from faculty
I find it difficult to entice my department because
1 1 2 3 4 5
it focuses too much attention on teaching
I can easily plan my course because my faculty
2 1 2 3 4 5
dedicates to improve teaching
I can discuss with colleagues about teaching
3 because my department provides a good 1 2 3 4 5
environment for it
I get support from my faculty to use feedback
4 1 2 3 4 5
from students to improve my teaching
I find that my department gives a greater priority
5 1 2 3 4 5
to research than teaching
 181

I find it difficult to seek advice from my

6 1 2 3 4 5
colleagues on how I teach
Workload
I find it difficult to cover the syllabus in the
1 1 2 3 4 5
allotted time for having other courses to teach
I find it difficult to assist the student during
2 1 2 3 4 5
teaching hours
I am unable to maintain my enthusiasm for
3 1 2 3 4 5
teaching for the increase workload
I cannot devote sufficient time for teaching
4 1 2 3 4 5
because of research work given to me
I find it difficult to devote sufficient time to
5 teaching because of increasing pressure from 1 2 3 4 5
administration duties
6 I am overloaded with teaching by my department 1 2 3 4 5
Teaching out-of-field
I feel that I should not be allowed to teach
1 1 2 3 4 5
subject that I am not specialized in
I am employed by the University to teach subject
2 1 2 3 4 5
not related to my specialization
I believe that my faculty has enough staff who
3 1 2 3 4 5
specialize in different field
I believe that I have to teach subjects not related
4 1 2 3 4 5
to my specialization
I believe that some academic staff are teaching
5 subjects not related to their field in my 1 2 3 4 5
department
I am always allowed to teach courses that are not
6 1 2 3 4 5
in the field of my specialization
I am able to teach courses that are not in the field
7 1 2 3 4 5
of my specialization
C- ( CLASSROOM TEACHING
PRACTICES )
Use of Teaching Method
I use brainstorming in my teaching for achieving
1 1 2 3 4 5
students learning goals
I use problem solving technique in my teaching
2 1 2 3 4 5
for achieving students learning goals
I facilitate student-teacher interaction in my
3 1 2 3 4 5
classroom to make the learning a fun
I ask the students to stimulate the questions
4 1 2 3 4 5
posed
I enjoy my student solving their learning problem
5 1 2 3 4 5
using problem solving approach
Responds Students’ query
I spend a good amount of class time answering
1 1 2 3 4 5
students’ questions
 182

I reply questions students ask in the class

2 1 2 3 4 5
positively
I maintain respectful position with my students
3 1 2 3 4 5
when answering their questions
I answer the students’ question confidently
4 1 2 3 4 5
without hesitation
I welcome the students’ questions and answer
5 1 2 3 4 5
them constructively
I discuss the questions and answers together with
6 1 2 3 4 5
the students
I encourage the students to retry the answer if
7 1 2 3 4 5
they make mistake
Control Student’s Behavior
1 I am able to develop students’ self control 1 2 3 4 5
I use humane methods to control students’
2 1 2 3 4 5
unwanted behavior
I praise the students when they do something
3 1 2 3 4 5
good
I do not let students make noises to disrupt
4 1 2 3 4 5
teaching in classroom
I impose rules on students who come late to the
5 1 2 3 4 5
class
I like the classroom to be quiet when I am
6 1 2 3 4 5
teaching
I do not let students join the class when they
7 1 2 3 4 5
come late.
Teaching Reflection
1 I reflect on teaching before its time 1 2 3 4 5
2 I reflect on teaching after its time 1 2 3 4 5
I give students hard copy of the lesson plan and I
3 1 2 3 4 5
ask them to prepare for every lecture
I request the students to do additional tasks after
4 1 2 3 4 5
teaching
I reflect upon the evaluation method I am going
5 1 2 3 4 5
to use
I ponder over extra activities before the teaching
6 1 2 3 4 5
to make it effective
7 Reflection helps me improve my teaching 1 2 3 4 5

Thank you for your cooperation

 ‫‪183‬‬

‫‪APPENDIX B‬‬

‫بسم هللا الرحمن الرحيم‬

‫إخواني وأخواتي أعضاء هيئة التدريس بالجامعات السعودية‪ ،‬السال م عييمم ورحمة هللا‬
‫وبعد‬ ‫وبركاته‬

‫إنني أدرك تماما مدى حرصمم حفظمم هللا عيى الرقي بمستوى التعييم في هذا البيد المعطاء‪،‬‬
‫وحيث أن هذا الرقي والتطور ييزمه التماتف والتعاون في جميع المجاالت ومن كافة األطياف‬
‫لنصل سوية إلى الهدف المنشود‪ ،‬لذا رأيت أن هناك حاجة ماسة ليرفع من مستوى األداء‬
‫التدريسي داخل القاعات الدراسية بالجامعات السعودية‪ ،‬وهذا ما أثبتته نتائج المثير من‬
‫الدراسات واألطروحات العيمية المحممة ‪ ،‬وبما أنمم أيدكم هللا األساس في هذا الجانب فإني‬
‫أبعث إليمم بهذا اإلستبيان ليتعرف منمم عن كثب عيى العالقة بين المفايات المهنية لعضو‬
‫هيئة التدريس وكذلك البيئة التدريسية واألداء داخل القاعات الدراسية‪ .‬والذي يعد جزأ من‬
‫بحث الدكتوراه والذي أعمل عييه حاليا بجامعة التمنولوجيا الماليزية بقسم المناهج وطرق‬
‫التدريس‪ .‬فمان هذا اإلستبيان مقسما إلى أربعة أقسا م‪ ،‬أولها البيانات العامة ليفئة المستهدفة‬
‫من البحث وهم أعضاء هيئة التدريس بالجامعات السعودية‪ ،‬ثم يأتي بعده المحور األول وهو‬
‫المفايات المهنية‪ ،‬ثم المحور الثاني البيئة التدريسية‪ ،‬وأخيرا األداء التدريسي وهو المحور‬
‫الثالث‪.‬‬
‫إخواني وأخواتي األفاضل‪ ،‬إنني عيى عيم بمدى انشغالمم بالمها م الموكية إليمم‪ ،‬ولمني عيى‬
‫يقين بأنمم ستساهمون معي في إنجاز هذا اإلستبيان والذي لن يأخذ منمم أكثر من عشرين‬
‫دقيقة كحد أقصى‪ ،‬وكل هذا في سبيل تطوير األداء التدريسي وإيصال ما ترونه وما قد‬
‫تحتاجونه لذوي االختصاص بحول هللا تعالى حال انتهاء هذا البحث‪.‬‬
‫شاكرا لمم سيفا كريم تجاوبمم‪ ,‬وسائال المولى القدير أن يوفقنا وإياكم إلى كل خير‬

‫أخوكم طالب الدكتوراه بجامعة التمنولوجيا الماليزية‬

‫عبدالخالق بن هجاد الغامدي‬
 ‫‪184‬‬

‫‪[email protected]‬‬
‫‪+601128824065‬‬

‫‪ :1‬العنصر األول ‪:‬البيانات العامة‬

‫الجنس‪:‬‬ ‫الوظيفة‪:‬‬ ‫الخبرة في التدريس‪:‬‬ ‫الجنسية‪:‬‬

‫) محاضر‪.‬‬ ‫‪( .1‬‬ ‫*الرجاء كتابة المدة التي‬
‫) ذكر‬ ‫‪( .1‬‬ ‫) أ‪ .‬مساعد‪.‬‬ ‫‪( .2‬‬ ‫قضيتها في التدريس‬ ‫) سعودي‬ ‫‪( .1‬‬
‫) أنثى‬ ‫‪( .2‬‬ ‫) أ‪ .‬مشارك‪.‬‬ ‫‪( .3‬‬ ‫الجامعي تحديدا‪.‬‬ ‫) غير‬ ‫‪( .2‬‬
‫) أستاذ‪.‬‬ ‫‪( .4‬‬ ‫سعودي‬
‫)…………( سنوات‬

‫هل سبق وأن حصلت على دورات تدريبية في مجال األداء التدريسي مثل ( طرق التدريس‪ ،‬طرق التقييم‪،‬‬
‫استخدام الوسائل التعليمية‪ ،‬إدارة الفصل‪ .... ،‬الخ)‬

‫) نعم‬ ‫‪( .1‬‬

‫) ال‬ ‫‪( .2‬‬

‫إذا كانت اإلجابة بنعم فكم عدد الدورات التي حصلت عليها في طرق التدريس أو استخدام الوسائل‬
‫التعليمية‬
‫‪ ) ( .1‬دورة تدريبية واحدة‬
‫‪ ) ( .2‬دورتان تدريبيتان‪.‬‬
‫‪ ) ( .3‬ثالث دورات تدريبية‪.‬‬
‫‪ ) ( .4‬أربع دورات تدريبية فأكثر‪.‬‬

‫المدة التي قضيتها في هذه الدورة‪ /‬الدورات‪:‬‬

‫‪ ) ( .1‬أقل من أسبوع‪.‬‬
‫) أسبوع واحد إلى أقل من أسبوعين‪.‬‬ ‫‪( .2‬‬
‫) من أسبوعين الى أقل من ثالثة أسابيع‪.‬‬ ‫‪( .3‬‬
‫) من ثالثة أسابيع فأكثر‪.‬‬ ‫‪( .4‬‬

‫البند الثاني‪ :‬مقياس التصنيف للإلجابة على أداة الدراسة‬

‫‪ .1‬غير موافق بشدة ( غ م ب )‬
 ‫‪185‬‬

‫‪ .2‬غير موافق ( غ م )‬
‫‪ .3‬محايد ( مح )‬
‫‪ .4‬موافق ( م )‬
‫‪ .5‬موافق بشدة ( م ب )‬

‫غ م‬ ‫غ‬ ‫ م‬ ‫ م‬
‫مح‬
‫ب‬ ‫ م‬ ‫ب‬
‫أ‪ -‬محور المفايات المهنية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫كفايات التدريس‬
‫أنا لدي القدرة على تعزيز جوانب التعلم لدى الطلبة داخل الفصل‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أقدم معلومات واضحة للطلبة ألهداف التدريس لجعلهم محوراً‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫للعملية التعليمية‬
‫أنا أشجع الطلبة للمشاركة أثناء تدريسي لهم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أنمي اهتمامات الطلبة نحو التعلم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا لدي المعرفة التامة بطرائق التدريس التي تتمركز حول الطلبة‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫والتعلم‬
‫أنا لدي القدرة على استخدام طرائق التدريس التي تتمركز حول‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الطلبة والتعلم‬
‫أنا لدي القدرة على تصميم المحتوى الدراسي ليتالءم مع طرق تعلم‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الطلبة وتركيزهم‬
‫المفايات اإلنسانية‬
‫أنا أعمل على إيجاد تفاعل إيجابي مع الطلبة داخل وخارج الفصل‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الدراسي‬
‫أنا أقوم بتفعيل ساعات العمل المكتبية بصفة مستمرة ألتيح للطلبة‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫إمكانية التواصل معي‬
‫أنا أتيح للطلبة التواصل معي خارج أوقات الساعات المكتبية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أتفاعل مع الطلبة بشكل مرضي إليجادعالقة جيدة تساهم في‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الرقي بعمليتي التعليم والتعلم‬
‫ينبغي علي أن أكون بارعا ً في عملي ألن هللا سيسألني ويحاسبني‪.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أستشعر النية وأعمل بكل إخالص على الوجه الذي يرضي هللا‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ألستفيد ويستفيد الطلبة‬
‫أنا أعمل وأدرس الطلبة على قدر استطاعتي على الوجه الذي أمر‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫به هللا دون تقصير‬
‫أنا ألتزم بمتطلبات التدريس التي أسندت إل ّي على الوجه الذي‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫يرضي هللا تعالى‬
‫المفايات التمنولوجية‬
‫أنا قادر على استخدام وتفعيل التكنولوجيا في التدريس داخل‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الفصول الدراسية‬
‫أنا لدي الخبرة الجيدة في كيفية استخدام وتفعيل السبورة الذكية في‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التدريس‬
‫أنا لدي الخبرة الجيدة في كيفية استخدام وتفعيل الحاسوب في‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التدريس‬
‫أنا أستخدم وأفعّل الحاسوب في التدريس داخل الفصول الدراسية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أستخدم وأفعّل السبورة الذكية في التدريس داخل الفصول‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الدراسية‬
‫أنا متقن الستخدام التكنولوجيا في التدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
 ‫‪186‬‬

‫أنا أشعر باالرتياح عند استخدامي وتفعيلي للتكنولوجيا في التدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫المفايات التقييمية‬

‫أنا لدي المعارف والمهارات المتعلقة بأساليب تقييم الطلبة والتي‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫تساهم في تعلمهم‬
‫أنا أستخدم أنواعا متعددة من األسئلة لتقييم الطلبة في االختبار‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫النهائي‬
‫أنا أعرف أساليبا مختلفة لتقييم الطلبة والتي تساهم في تحسين عملية‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التعلم‬
‫أنا أستخدم أساليبا مختلفة لتقييم الطلبة والتي تساهم في تحسين عملية‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التعلم‬
‫تقييم الطلبة بهدف إعطائهم التغذية الراجعة أهم من العالمات‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التحصيلية‬
‫أنا متفرغ تماما لتقييم أعمال الطلبة واختباراتهم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا متفرغ تماما لتقييم مشاركات الطلبة داخل الفصول الدراسية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫المفايات الثقافية‬
‫أنا أعرف كيف أتعامل مع الطلبة ذوي الخلفيات الثقافية المتعددة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا قادر على التفاعل مع الطلبة مختلفي الثقافات التعلمية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أشعر بالراحة مع الطلبة ألنهم من ثقافات مختلفة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أشرح الدروس شرحا وافيا وبصور مختلفة ألن الطلبة من‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫مختلف الثقافات‬
‫أنا أستخدم خبرتي الثقافية لمساعدة الطلبة على العمل التعاوني داخل‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الفصل‬
‫أنا أستخدم خبرتي الثقافية في مساعدة الطلبة على التعلم بفاعلية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أوجه الطلبة ذوي الثقافات المتعددة للعمل التعاوني داخل الفصل‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ب‪ -‬محور بيئة التدريس‬
‫حجم الفصل الدراسي وعدد الطيبة‬
‫أنا أشعر باالرتياح عند تدريسي لعدد كبير من الطلبة داخل الفصل‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الفصول الدراسية عادة ما تكون مكتظة بالطلبة وال يوجد مساحة‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫كافية‬
‫ال يستطيع الطالب على العمل التعاوني وفي مجموعات داخل‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الفصول لضيق المساحة‬
‫عدد الطالب داخل الفصل أقل من‪ 30‬طالبا‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫عدد الطالب داخل الفصل عادة أكثر من ‪30‬طالبا‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫خصائص الطيبة‬
‫أنا أعيد التفكير في طريقة تدريسي وذلك لتزايد أعداد الطلبة‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ضعيفي المستوى‬
‫أنا أجد صعوبة في مدى معرفة فهم الطلبة واستيعابهم للدرس من‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫عدمها‬
‫أنا أشعر بأن الطلبة يحتاجون إلى مزيد من المساعدة في أساليب‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التعلم‬
‫أنا أشعر بأن الطلبة عادة ما يكونون غير منتبهين وينشغلون‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫بالتفكير بما هو خارج الفصل‬
‫أنا ال أناقش طالبي لقلة المامهم بالمحتوى الدراسي‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا ال أستخدم أسلوب اإللقاء والمحاضرة في الفصل وذلك لكثرة‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الطلبة الموهوبين‬
 ‫‪187‬‬

‫الدعم من الميية‬
‫أنا أجد صعوبة في محاولة تغيير نمط التدريس القائم على التلقين‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫إلى أساليب التعلم‬
‫أنا ال أجد الدعم من الكلية ألنها ال تعطي األولوية للتدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أستطيع أن أعمل على تخطيط المناهج الدراسية ألن الكلية‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ترغب في ذلك‬
‫أنا أتناقش مع زمالئي حول طرائق التدريس وتطويرها ألن الكلية‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫توفر البيئة المناسبة لذلك‬
‫أنا أجد بأن الكلية تعطي أولوية أكبر للبحث من التدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أجد صعوبة في الحصول على نصائح في التدريس من الزمالء‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫بالكلية‬
‫أنا أحصل على الدعم من الكلية لتحسين التدريس من خالل التغذية‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الراجعة من الطلبة‬
‫التدريس في غير التخصص‬
‫أنا أشعر أنه ال ينبغي أن يسمح لي بتدريس مادة في غير تخصصي‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الدقيق‬
‫أنا عيّنت في الجامعة ألدرس مواد ليست في تخصصي الدقيق‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫القسم الذي أدرس فيه يحوي عدداً كاف من أعضاء هيئة التدريس‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫في كافة التخصصات‬
‫أنا أعتقد بأنه ينبغي علي تدريس مواد في غير تخصصي الدقيق‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫هناك عددا من األعضاء بالقسم يدرسون موادا ليست ضمن‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫تخصصاتهم الدقيقة‬
‫يسمح لي دائما بتدريس موادا ليس لها عالقة بتخصصي الدقيق‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا متمكن من تدريس أي مادة تسند الي خارج تخصصي الدقيق‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫مراقبة التدريس‬
‫أنا أستخدم المنهج المتمركز على التعليم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أشعر أن تدريسي يكون فعاال إذا ما استخدمت تكنولوجيا التعليم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الكلية توفر الوسائل السمعية والبصرية المعينة في التدريس داخل‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الفصل‬
‫أنا غير متمكن من استخدام الوسائل التعليمية في الفصل‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أشعر بأنني أضبط الصف عندما أستخدم الوسائل التعليمية أثناء‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التدريس‬
‫أنا ال أستطيع أن أضبط الصف عندما أستخدم الوسائل التعليمية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫العبء التدريسي‬
‫أنا أجد صعوبة في تغطية المنهج الدراسي بسبب بقية المواد‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الدراسية التي أدرسها‬
‫أنا أجد صعوبة في مساعدة الطلبة أثناء التدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا ال أجد الرغبة والحماس في تطوير التدريس بسبب العبء‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫التدريسي الزائد‬
‫أنا ال أجد الوقت الكافي لإلعداد للتدريس بسبب إجراء البحوث‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫العلمية‬
‫أنا أواجه صعوبة في اإلعدادللتدريس بسبب األعمال اإلدارية التي‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫كلفت بها من اإلدارة‬
‫أنا مكلف بتدريس عدد من الساعات زيادة على نصابي المحدد من‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫قبل القسم‬
‫جـ ‪ -‬محور األداء التدريسي‬
‫أساليب التدريس‬
 ‫‪188‬‬

‫أنا أستخدم العصف الذهني في التدريس لتحقيق أهداف التعلم لدى‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الطلبة‬
‫أنا أستخدم أسلوب حل المشكالت كأسلوب من أساليب التدريس‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫لتحقيق أهداف تعلم الطلبة‬
‫أنا أسهّل التفاعل بين المعلم والطلبة لكي أجعل التعلم مرحا ومشوقا‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أحفز الطلبة وأطلبهم طرح األسئلة والنقاش داخل الفصل‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أستمتع عندما يقوم الطلبة بحل مشكالتهم باستخدام أسلوب حل‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫المشكالت‬
‫اإلجابة عيى تساؤالت الطيبة‬
‫أنا أستغرق وقتا مناسبا من الدرس لإلجابة على تساؤالت الطلبة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أقوم باالجابة على تساؤالت الطلبة بطريقية إيجابية‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أحترم مكانة الطلبة عندما أجيب على تساؤالتهم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أجيب على تساؤالت الطلبة بثقة ودون تردد‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أرحب بتساؤالت الطلبة وأجيب عليها بطريقة بناءة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أشارك الطلبة وأتناقش معهم حول التساؤالت واإلجابات‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أشجع الطلبة على إعادة المحاولة وتصحيح اإلجابات الخاطئة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ضبط سيوك الطالب‬
‫أنا أستطيع أن أنمي مراقبة السلوك الذاتية لدى الطلبة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أستخدم األساليب اإلنسانية للسيطرة على السلوكيات الغير‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫مرغوب فيها من الطلبة‬
‫أنا أثني على الطلبة إن عملوا شيئا حميدا‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا ال أسمح للطلبة أن يحدثوا ضوضاء داخل الفصل وأثناء التدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أفرض قوانين صارمة لضبط الطلبة المتأخرين في الحضور‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أحب أن يعم الهدوء داخل الفصل أثناء الشرح والتدريس‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا ال أسمح للطلبة المتأخرين عن وقت بدء المحاضرة بالدخول حال‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫تأخرهم‬
‫التفمير في التدريس‬
‫أنا أفكر فيما سأطرحه في التدريس قبل وقت المحاضرة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أفكر فيما سأطرحه في التدريس بعد وقت المحاضرة‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أعطي الطلبة نسخة من الخطة للمادة الدراسية التي سأدرسها‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫ليع ّدوا لكل محاضرة‬
‫أنا أطلب من الطلبة أن يقوموا بمهام إضافية بعد أن أعرض لهم‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫الدرس‬
‫أنا أفكر جيدا في أسلوب التقييم المناسب الذي سوف أستخدمه للتقييم‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫أنا أفكر في األنشطة المنهجية المصاحبة للشرح قبل كل محاضرة‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫لجعل التدريس فعّاال‬
‫التفكير يساعدني على تطوير أدائي التدريسي‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
 189

APPENDIX C

Interview Questions

The Time when the Interview Starts Ends

… …
Date …
Place where the Interview conducted
Name of the Interviewee …
Interviewee’s status …
Name of the Faculty …
Interviewer’s Signature …
Signature …

Dear sir,
Assalaam ‘alaykum Warahmatullah Wabaraakatuh.

I am AbdulKhaliq Alghamdi a PhD student at the Faculty of Education, Universiti

Teknologi, Malaysia (UTM). This project is part of the requirement for fulfilling my
PhD degree based on that, I would like to interview you 30 to 40 minutes as a
Lecturer/Assoc Prof. /Prof on the study titled: Lecturers’ Professional Competenc
and Teaching Environment As Determinants of Classroom Teaching Practices in
Saudi Universities
Interview Questions

1. What are the important lecturers’ professional competence you believe

can improve their classroom teaching practices?
2. What are the important factors that you see should be provided in
teaching environment that can impact positively on classroom teaching
practices?
 ‫‪190‬‬

‫‪APPENDIX D‬‬

‫وقت اإلنتهاء‪:‬‬ ‫وقت البدء‪:‬‬ ‫وقت إجراء المقابلة الشخصية‬

‫التاريخ‬

‫مكان إجراء المقابلة‬

‫اسم عضو هيئة التدريس‬

‫المرتبة الوظيفية‬

‫الكلية والقسم التابع له‬

‫توقيع عضو هيئة التدريس‪:‬‬

‫وبعد‪:‬‬ ‫عزيزي عضو هيئة التدريس‪ :‬السالم عليكم ورحمة هللا وبركاته‬
‫بدا ية أسأل هللا لكم التوفيق وأفيدكم بأنني في طور جمع البيانات لبحث الدكتوراة في جامعة التكنولوجيا الماليزية‪ ،‬بكلية التربية‪،‬‬
‫وحيث أن جزء من هذه البيانات يكون من خالل اجراء المقابلة الشخصية وذلك بطرح العديد من األسئلة عليكم بهدف التعرف منكم‬
‫عن كثب عن دور الكفاي ات المهنية وبيئة التدريس الجامعية في األداء التدريسي ألعضاء هيئة التدريس بالجامعات السعودية ‪،‬وكل‬
‫ما تودون إضافته للرقي بمستوى األداء التدريسي في الجامعات السعودية‪ .‬وكل هذا سيكون خالل ثالثين إلى أربعين دقيقة كحد‬
‫أقصى‪.‬‬

‫اسئلة المقابة‪:‬‬
‫‪ .1‬ما هي أهم الكفايات المهنية لعضو هيئة التدريس التي ترى أنه من خاللها يستطيع أن يطور من أدائه التدريسي؟‬
‫‪ .2‬ما هي أهم العوامل التي ترى وجوب توافرها في بيئة التدريس وتؤثر إيجابا على األداء التدريسي وتطوره؟‬
 191

APPENDIX E
 192

APPENDIX F
 193

APPENDIX G
 194

APPENDIX H
 195

APPENDIX I
 196

APPENDIX J
 197

APPENDIX K
 198

APPENDIX L

List of Academic staff who validated the questionnaire construction

from department of Curriculum and Instruction

No Name Position University

Associate
1 Dr. ARIFIN B. MAMAT IIUM (Malaysia)
Professor
Dr. MADIHAH BINTI Assistant
2 IIUM (Malaysia)
KHALID Professor
PhD Graduate
3 Dr. IBRAHEEM ALLI IIUM (Malaysia)
Student
Dr. KHAMEES HAMED Associate ALBAHA
4
WIZZAH Professor (SAUDI)
Dr. SALEH AHMED Associate ALBAHA
5
ALGHAMDI Professor (SAUDI)
 199

APPENDIX M

Descriptive analysis of the respondents

Professional Cometence
a) Teaching Competence
Table (1) shows mean, frequency, percentage and level for the answers given by the
respondents to the teaching competence statement as in the following table 1.

Table (1) shows mean, frequency, percentage and level for the answers given by the
respondents to the teaching competence statement as in the following table 1.

Table 1 : Mean, frequency, percentages and level for teaching competence

SA A N D SD
f f f f f Mean Level
% % % % %
I am able to f 257 400 73 41 29
enhance the
students’
4.02 High
learning ٪ 32.1 50.0 9.1 5.1 3.6
performance in
the class.
I provide clear f 277 377 90 32 24
information
about teaching
objective for
4.06 High
students to ٪ 34.6 47.1 11.3 4.0 3.9
make the class
student
centered.
I encourage f 395 327 43 11 24
students’
4.32 High
participation in ٪ 49.4 40.9 5.4 1,4 3.0
my teaching
I develop f 286 360 89 40 25
students’
4.05 High
interest to ٪ 35.8 45.0 11.1 5.0 3.1
learning.
I have f 176 274 170 103 77
knowledge of
teaching
3.46 Moderate
methods that ٪ 22.0 34.3 21.3 12.9 9.6
focus on
student.
I am able to f 160 328 194 39 79
use of student-
focused 3.56 Moderate
٪ 20.0 41.0 24.3 4.9 9.9
teaching
methods.
I design the f 149 411 138 57 45 3.70 High
 200

classroom
content to fit
students’
٪ 18.6 51.4 17.3 7.1 5.6
learning to
make them
focus
Overall Mean 3.88 High
n= 800
SA= Strongly agree
A = Agree
N = Neither agree nor disagree
D= Disagree
SD = Strongly disagree

The results of table 1 showed that the majority of the respondents agreed with all the
seven statements in the teaching competence with the aggregate arithmetic mean of
3.88 and the overall level is high (Abdul Ghaffar, 2003).

b) Human Competence

Table (2) shows mean, frequency, percentage and level for the answers given by
the respondents to the human competence statement as in the following table 2.

Table 2 : Mean, frequency, percentages and level for human competence

SA A N D SD Mean Level
f f f f f
% % % % %
I establish an extensive one-on-one f 220 441 75 53 11 4.01
interaction with my students in and out ٪ 27.5 55.1 9.4 6.6 1.4 High
of the classroom
I make myself available to students f 166 365 97 159 13 3.64 Moderate
during office hours for discussion about ٪ 20.8 45.6 12.1 19.9 1.6
their study as parts of my responsibility
I make myself available after office f 291 330 97 123 31 3.72
hours to attend to the students as parts ٪ 27.4 41.3 12.1 15.4 3.9 Moderate
of my responsibility
I interact satisfactorily with the f 253 451 51 33 12 4.13 High
students to create good relationship ٪ 31.6 56.4 6.4 4.1 1.5
between me and them in teaching and
learning
I have to be proficient in my work f 575 184 23 11 7 4.64 High
because I know I will be accountable to ٪ 71.9 23.0 2.9 1.4 0.9
Allah
 201

I must have good intention in my f 477 274 33 9 7 4.51 High

teaching to benefit myself and students ٪ 59.6 34.3 4.1 1.1 0.9
as Allah wants
I will teach the students to the best of f 434 310 41 8 7 4.45 High
my ability according to Allah’s ٪ 54.3 38.8 5.1 1.0 0.9
injunction
I keep to the teaching requirements of f 443 264 57 29 7 4.38 High
my University according to Allah’s ٪ 55.4 33.0 7.1 3.6 0.9
injunction
Overall Mean 4.18 High
n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 2 showed that the majority of the respondents agreed with all the
eight statements in the human competence with the total arithmetic mean of 2 and the
overall level is high (Abdul Ghaffar, 2003).

c) Technology Competence
Table 3 shows mean, frequency, percentage, and level for the answers given by the
respondents to the technology competence statement as in the following table 3.

Table 3 : Mean, standard deviations, frequency, percentages and level for

technology competence

SA A N D SD Mean Level

f f f f f

% % % % %

I am able to use technology f 251 334 95 82 38 3.85 High

devices for teaching in the
classroom.
٪ 31.4 41.8 11.9 10.3 4.8
 202

I have a good experience of how f 121 207 174 214 84 3.08 Moderate
to use smart board in teaching.
٪ 15.1 25.9 21.8 26.8 10.5

I have a good experience of how f 331 308 66 49 46 4.03 High

to use computer in teaching.
٪ 41.4 38.5 8.3 6.1 5.8

I use computer for teaching in f 232 246 169 76 77 3.60 Moderate

the classroom.
٪ 29.0 30.8 21.1 9.5 9.6

I use smart board for teaching in f 72 184 182 219 143 2.77 Moderate
the classroom.
٪ 9.0 23.0 22.8 27.4 17.9

I am proficient in using f 160 298 183 101 58 3.50 Moderate

technology devices in teaching.
٪ 20.0 37.3 22.9 12.6 7.3

I feel comfortable using f 250 305 155 48 42 3.84 High

technology devices in teaching.
٪ 31.3 38.1 19.4 6.0 5.3

Overall Mean 3.53 Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 3 showed that the majority of the respondents agreed with all the
seven statements in the technology competence with the total arithmetic mean of
3.53 and the overall level is moderate (Abdul Ghaffar, 2003).

d) Evaluation Competence

Table (4) shows mean, frequency, percentage, and level for the answers given by the
respondents to the evaluation competence statement as in the following table 4.
 203

Table 5 : Mean, frequency, percentages and level for evaluation competence

SA A N D SD

f f f f f Mean Level

% % % % %

I have the knowledge, skills f 163 478 67 72 20

and attitudes relating to
3.86 High
evaluation of students, in %
order to help them learn 20.4 59.8 8.4 9.0 2.5

I use different questioning f 284 386 70 68 28

techniques to assess the 3.94 High
students in the final exam. % 31.0 48.3 8.8 8.5 3.5

I know different evaluation f 193 398 102 67 40

methods for improving 3.79 High
students’ learning % 24.1 49.8 12.8 8.4 5.0

I use different evaluation f 185 370 115 98 32

methods for improving 3.72 High
students’ learning % 23.1 46.3 14.4 12.3 4.0

I assess that students want f 204 399 112 69 16

more feedback than exam 3.88 High
scores % 25.5 49.9 14.0 8.6 2.0

I am completely free to assess f 85 250 203 190 72

3.10 Moderate
my students’ assignment % 10.6 31.3 25.4 23.8 9.0

I am completely free to assess f 115 266 198 170 51

students’ classroom 3.28 Moderate
participation % 14.4 33.3 24.8 21.3 6.4

Overall Mean 3.66 Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree
 204

The results of table 4 showed that the majority of the respondents agreed with all the
seven statements in the evaluation competence with the total arithmetic mean of 3.66
and the overall level is moderate (Abdul Ghaffar, 2003).

e) Cultural Competence
Table 5 shows mean, frequency, percentage, and level for the answers given by the
respondents to the cultural competence statement as in the following table 5.

Table 5 : Mean, frequency, percentages and level for cultural competence

SA A N D SD

f f f f f Mean Level

% % % % %

I know how to attend to students f 180 430 114 60 16

3.87 High
from multicultural background % 22.5 53.8 14.3 7.5 2.0

I interact with students of f 163 459 109 51 18

3.87 High
different cultures of learning % 20.4 57.4 13.6 6.4 2.3

I feel comfortable with my f 196 309 216 60 19

students because they are from 3.75 High
various cultures and norms % 24.5 38.6 27.0 7.5 2.4

I explain clearly because my f 206 380 146 52 16

students are from various 3.88 High
cultures of understanding % 25.8 47.5 18.3 6.5 2.0

I utilize my cultural experience to f 219 396 103 66 16

help students work 3.92 High
collaboratively in my classroom % 27.4 49.5 12.9 8.3 2.0

I utilize my cultural experience to f 250 423 62 45 20

4.04 High
help students work effectively % 31.3 52.9 7.8 5.6 2.5

I direct students of different f 180 363 149 90 18

cultures toward teamwork in my 3.74 High
classroom % 22.5 45.4 18.6 11.3 2.3

Overall Mean 3.87 High

n= 800

SA= Strongly agree

 205

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 5 showed that the majority of the respondents agreed with all the
seven statements in the evaluation competence with the total arithmetic mean of 3.87
and the overall level is high (Abdul Ghaffar, 2003).
 206

Teaching Environment

a) Size of Class
Table 4.13 shows mean, frequency, percentage, and level for the answers given by
the respondents to the size of class statement as in the following table 6.

Table 6 : Mean, frequency, percentages and level for size of class

SA A N D SD

f f f f f Mean Level

% % % % %

I feel comfortable with large f 261 219 82 117 121

3.48 Moderate
number of students in class. % 32.6 27.4 10.3 14.6 15.1

My class overcrowding and lack f 206 278 128 142 46

3.57 Moderate
of space. % 25.8 34.8 16.0 17.8 5.8

No possibility of productive f. 236 254 144 137 29

3.66 Positive
group work in my class. % 29.5 31.8 18.0 17.1 3.6

The number of students in my f 268 235 40 128 129

3.48 Moderate
class less than 30 % 33.5 29.4 5.0 16.0 16.1

The number of students in my f 268 235 40 128 129

3.48 Moderate
class from 31 and more % 33.5 29.4 5.0 16.0 16.1

Overall Mean 3.53 Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree
 207

The results of table 6 showed that the majority of the respondents agreed with all the
five statements in the size of class with the total arithmetic mean of 3.53 and the
overall level is moderate (Abdul Ghaffar, 2003).

b) Control of Teaching

Table 7 shows mean, frequency, percentage, and level for the answers given by the
respondents to the control of teaching statement as in the following table 7.

Table 7 : Mean, frequency, percentages and level for control of teaching

SA A N D SD

f f f f f Mean Level

% % % % %

I use a syllabus that f 34 305 335 105 21

concentrates on 3.28 Moderate
basic teaching % 4.3 38.1 41.9 13.1 2.6

I feel that my f 172 393 120 89 26

teaching will be
effective if I use 3.75 Positive
instructional %
technology 21.5 449.1 15.0 11.1 3.3

I lack the use of f 191 358 136 104 11

teaching aids in the 3.77 Positive
classroom % 23.9 44.8 17.0 13.0 1.4

I feel I have control f 167 322 209 69 33

when I use audio
3.65 Moderate
and visual aids in %
teaching 20.9 40.3 26.1 8.6 4.1

I do not have control f 217 340 178 56 9

of using visual aid 3.88 Positive
during teaching % 27.1 42.5 22.3 7.0 1.1

Overall Mean 3.66 Moderate

n= 800

SA= Strongly agree

A = Agree
 208

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 7 showed that the majority of the respondents agreed with all the
five statements in the control of teaching with the total arithmetic mean of 3.66 and
the overall level is moderate (Abdul Ghaffar, 2003).

c) Students’ Characteristics

Table 8 shows mean, frequency, percentage, and level for the answers given by the
respondents to the students’ characteristics statement as in the following table 8.

Table 8 : Mean, frequency, percentages and level for students’ characteristics

SA A N D SD

f f f f f Mean Level

% % % % %

I have had to re-think the way f 159 404 160 63 14

that I teach because of
3.78 Positive
increasing numbers of lower %
standard students 19.9 50.5 20.0 7.9 1.8

I find it hard to predict what f 85 184 125 278 128

the students know and what 2.78 Moderate
they do not know % 10.6 23.0 15.6 34.8 16.0

I feel that the students want f 213 468 69 41 9

me to assist them in their 4.04 Positive
learning process % 26.6 58.5 8.6 5.1 1.1

I find that students are often f 162 367 144 116 11

intolerant of anything outside 3.70 Positive
the classroom % 20.3 45.9 18.0 14.5 1.4

Overall Mean 3.57 Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

 209

D= Disagree

SD = Strongly disagree

The results of table 8 showed that the majority of the respondents agreed with all the
four statements in the students’ characteristics with the total arithmetic mean of 3.57
and the overall level is moderate (Abdul Ghaffar, 2003).

d) Support from Faculty

Table 9 shows mean, frequency, percentage, and level for the answers given by the
respondents to the support from faculty statement as in the following table 9.

Table 9 : Mean, frequency, percentages and level for support from faculty

SA A N D SD

f f f f f Mean Level

% % % % %

I do not get support from my f 91 212 182 164 151

faculty because it give no 2.91 Moderate
priority to teaching % 11.4 26.5 22.8 20.5 18.9

I can easily plan my course f 76 274 249 149 52

because my faculty dedicates to 3.21 Moderate
improve teaching % 9.5 34.3 31.1 18.6 6.5

I can discuss with colleagues f 60 287 176 184 93

about teaching because my
3.05 Moderate
department provides a good %
environment for it 7.5 35.9 22.0 23.0 11.6

I get support from my faculty to f 31 158 223 238 150

use feedback from students to 2.60 Moderate
improve my teaching % 3.9 19.8 27.9 29.8 18.8

Overall Mean 2.94 Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

 210

D= Disagree

SD = Strongly disagree

The results of table 9 showed that the majority of the respondents agreed with all the
four statements in the support from faculty with the total arithmetic mean of 2.94 and
the overall level is moderate (Abdul Ghaffar, 2003).

e) Workload

Table 10 shows mean, frequency, percentage, and level for the answers given by the
respondents to the workload statement as in the following table 10.

Table 10 : Mean, frequency, percentages and level for workload

SA A N D SD

f f f f f Mean Level

% % % % %

I find it difficult to cover the f 127 233 167 220 53

syllabus in the allotted time
3.20 Moderate
for having other courses to %
teach 15.9 29.1 20.9 27.5 6.6

I find it difficult to assist the f 100 78 149 322 151

student during teaching 2.57 Moderate
hours. % 12.5 9.8 18.6 40.3 18.9

I find it difficult to devote f 220 212 103 209 56

sufficient time to teaching
because of increasing 3.41 Moderate
pressure from %
administration duties 27.5 26.5 12.9 26.1 7.0

I am overloaded with f 197 220 102 184 97

3.29 Moderate
teaching by my department % 24.6 27.5 12.8 23.0 12.1

Overall Mean 3.11 Moderate

n= 800

SA= Strongly agree

 211

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 10 showed that the majority of the respondents agreed with all
the four statements in the workload with the total arithmetic mean of 3.11 and the
overall level is moderate (Abdul Ghaffar, 2003).

f) Teaching out-of-Field

Table 11 shows mean, frequency, percentage, and level for the answers given by the
respondents to the teaching out-of-field statement as in the following table 11.

Table 11 : Mean, frequency, percentages and level for teaching out-of-field

SA A N D SD

f f f f f Mean Level

% % % % %

I am employed by the f 39 149 143 318 151

University to teach subject not 2.51 Moderate
related to my specialization % 4.9 18.6 17.9 39.8 18.9

I believe that I have to teach f 28 142 169 249 212

subjects not related to my 2.41 Moderate
specialization % 3.5 17.8 21.1 31.1 26.5

I believe that some academic f 234 396 95 61 14

staff are teaching subjects not
3.97 Positive
related to their field in my %
department 29.3 49.5 11.9 7.6 1.8

I am always allowed to teach f 85 320 124 199 72

courses that are not in the 3.18 Moderate
field of my specialization % 10.6 40.0 15.5 24.9 9.0

I am able to teach courses f 77 183 207 225 108

that are not in the field of my 2.87 Moderate
specialization % 9.6 22.9 25.9 28.1 13.5
 212

Overall Mean 2.99 Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 11 showed that the majority of the respondents agreed with all
the five statements in the teaching out-of-field with the total arithmetic mean of 2.99
and the overall level is moderate (Abdul Ghaffar, 2003).
 213

Classroom Teaching Practices

a) Use of Teaching Method

Table 12 shows mean, frequency, percentage, and level for the answers given by the
respondents to the use of teaching method statement as in the following table 12.

Table 12 : Mean, frequency, percentages and level for the use of teaching method

SA A N D SD

f f f f f Mean Level

% % % % %

I use brainstorming in my f 149 394 137 64 56

teaching for achieving students 3.64 Moderate
learning goals % 18.6 49.3 17.1 8.0 7.0

I use problem solving technique f 107 406 127 103 57

in my teaching for achieving 3.50 Moderate
students learning goals % 13.4 50.8 15.9 12.9 7.1

I facilitate student-teacher f 184 463 87 39 27

interaction in my classroom to 3.92 High
make the learning a fun % 23.0 57.9 10.9 4.9 3.4

I ask the students to stimulate f 307 372 72 26 23

4.14 High
the questions posed % 38.4 46.5 9.0 3.3 2.9

I enjoy my student solving their f 258 350 114 54 24

learning problem using problem 3.96 High
solving approach % 32.3 43.8 14.3 6.8 3.0

Overall Mean 3.83 High

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree
 214

SD = Strongly disagree

The results of table 12 showed that the majority of the respondents agreed with all
the five statements in the use of teaching method with the total arithmetic mean of
3.83 and the overall level is high (Abdul Ghaffar, 2003).

b) Response to Students’ Query

Table 13 shows mean, frequency, percentage, and level for the answers given by the
respondents to the response to students’ query statement as in the following table 13.

Table 13 : Mean, frequency, percentages and level for response to students’ query

SA A N D SD

f f f f f Mean Level

% % % % %

I spend a good amount of f 198 442 91 56 13

class time answering 3.94 High
students’ questions % 24.8 55.3 11.4 7.0 1.6

I reply questions students f 292 430 52 14 12

4.22 High
ask in the class positively % 36.5 53.8 6.5 1.8 1.5

I maintain respectful f 358 362 60 8 12

position with my students
4.31 High
when answering their %
questions 44.8 45.3 7.5 1.0 1.5

I answer the students’ f 354 338 71 25 12

question confidently 4.25 High
without hesitation % 44.3 42.3 8.9 3.1 1.5

I welcome the students’ f 350 357 55 22 16

questions and answer 4.25 High
them constructively % 43.8 44.6 6.9 2.8 2.0

I discuss the questions and f 319 387 56 26 12

answers together with the 4.22 High
students % 39.9 48.4 7.0 3.3 1.5

I encourage the students f 292 370 74 52 12 4.10 High

 215

to retry the answer if they

%
make mistake 36.5 46.3 9.3 6.5 1.5

Overall Mean 4.18 High

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 13 showed that the majority of the respondents agreed with all
the seven statements in the lecturer’s response to students’ query with the total
arithmetic mean of 4.18 and the overall level is high (Abdul Ghaffar, 2003).

c) Control of Student’s Behavior

Table 14 shows mean, frequency, percentage, and level for the answers given by the
respondents to the control of students’ behavior statement as in the following table
14.
 216

Table 14 : Mean, frequency, percentages and level for control of students’ behaviour

SA A N D SD

f f f f f Mean Level

% % % % %

I am able to develop students’ f 166 427 126 69 12

3.83 High
self control % 20.8 53.4 15.8 8.6 1.5

I use humane methods to f 196 438 123 36 7

control students’ unwanted 4.0 High
behavior % 24.5 54.8 15.4 4.5 0.9

I praise the students when f 436 289 59 2 14

4.41 High
they do something good % 54.5 36.1 7.4 0.3 1.8

I do not let students make f 8 2 65 314 411

noises to disrupt teaching in 1.60 Low
classroom % 1.0 0.3 8.1 39.3 51.4

I impose rules on students who f 181 310 216 78 15

3.71 High
come late to the class % 22.6 38.8 27.0 9.8 1.9

I like the classroom to be quiet f 398 289 86 11 16

4.30 High
when I am teaching % 49.8 36.1 10.8 1.4 2.0

f 121 212 212 143 112

I do not let students join the
3.11 Moderate
class when they come late %
15.1 26.5 26.5 17.9 14.0

Overall Mean 3.56

Moderate

n= 800

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree
 217

The results of table 14 showed that the majority of the respondents agreed with all
the seven statements in the lecturer’s control of students’ behavior with the total
arithmetic mean of 3.56 and the overall level is moderate (Abdul Ghaffar, 2003).

d) Teaching Reflection

Table 15 shows mean, frequency, percentage, and level for the answers given by the
teaching reflection statement as in the following table 15.

Table 15 : Mean, frequency, percentages and level for teaching reflection

SA A N D SD

f f f f f Mean Level

% % % % %

I reflect on teaching before its f 365 354 55 6 20

4.30 High
time % 54.6 44.3 6.9 0.8 2.5

I reflect on teaching after its f 128 195 227 145 105

3.12 Moderate
time % 16.0 24.4 28.4 18.1 13.1

I give students hard copy of the f 284 327 59 113 17

lesson plan to prepare for 3.94 High
every lecture % 35.5 40.9 7.4 14.1 2.1

I request the students to do f 169 345 160 115 11

3.68 Moderate
additional tasks after teaching % 21.1 43.1 20.0 14.4 1.4

I reflect upon the evaluation f 239 360 119 73 9

3.93 High
method I am going to use % 29.9 45.0 14.9 9.1 1.1

I ponder over extra activities f 203 301 158 111 27

before the teaching to make it 3.68 High
effective % 25.4 37.6 19.8 13.9 3.4

Reflection helps me improve f 405 318 68 1 8

4.39 High
my teaching % 50.6 39.8 8.5 0.1 1.1

Overall Mean 3.86 High

n= 800
 218

SA= Strongly agree

A = Agree

N = Neither agree nor disagree

D= Disagree

SD = Strongly disagree

The results of table 15 showed that the majority of the respondents agreed with all
the seven statements in the lecturer’s teaching reflection with the total arithmetic
mean of 3.86 and the overall level is high (Abdul Ghaffar, 2003).
 219

APPENDIX N

INTERVIEW TRANSCRIPTION FOR THE SELECTED INTERVIEWEE

1. What are the important lecturers’ professional competence you believe can
improve their classroom teaching practices?
2. What are the important factors that you see should be provided in teaching
environment that can impact positively on classroom teaching practices?
INTERVIEW PROFILE
Interviewee’ Interviewe Intervi Teachin Faculty Intervi Interview
s Position e’s Code ew g ew er’s Code
Date Experie Langua
nce ge
Professor Prof. 4- 3 - 30 years Faculty Arabic Wer
1437 of Art
and
Humanit
ies
Seri Wer/ Interview Question
al Prof.
1 Wer What are the important lecturers’ professional competence you
believe can improve their classroom teaching practices?

Prof. I observe that teaching performance in Saudi universities is

satisfactory to some extent, I also perceive that teaching
performance in those universities is something ongoing and at its
beginning stage, I think there is a need for all concerned individuals
either administrators or faculty members in those universities to
work collaboratively for its development, I also think that every
stakeholder should search for the new developments that will
contribute positively to the teaching performance variables, In fact,
there are several ways in which I perceive teaching performance can
be improved, one of which ways is to organize intensive training
courses related to teaching methods, curriculum design, evaluation
as well as the method of using teaching aids for the Saudi
Universities lecturers. I also see the importance of collaboration
with universities of high expertise and experience in teaching
locally and internationally. In the same vein, I think of activating
the role of technology in teaching for its significance in the process
of new educational communication, and there are several
professional competencies which lecturers should have to improve
teaching performance this include knowing the teaching
competence for example to improve teaching and learning,
secondly, the lecturer must have the knowledge of research that will
enable him/her to solicit new information in his/her field, he/she
must also have knowledge of technology that will assist in teaching
and communication. I also believe that without adequate knowledge
 220

of teaching method which is acquired gradually over time by

lecturers, the students would be off the trap in the classroom. This
would make the class rowdy and the student would lose
concentration and the focus of the lecture. Comparing this current
era with analogy days of lecturing, the classes are more effectively
managed and students are better carry along. The technology makes
our job more friendly nowadays and less energy is used to pass the
message across to the students; ability to employ various means of
evaluations promotes orderliness in the class. For instance, my
students could not predict when and how I would give them
‘surprise’--- I mean give them some class exercises such as
presentations, quiz etc. hence, they are always at alert and this
promotes conducive atmosphere in the class”

Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on classroom
teaching practice?

Prof. Initially, I see that the university environs should be attractive and
conducive for learning and teaching through the provision of
libraries and modern technology that will facilitate research, I also
see the importance of reducing administrative works for the
teaching faculty members, I perceive the importance of building a
special center for training and specialized training courses should be
made mandatory for the lecturers in their specialization, and
classroom management as well as evaluation, technology and its use
in teaching and communicating with students should together be
among the facilities that should also be available in the university
teaching environments. The environment should be made attractive
with facilities such as standard classroom buildings, libraries, the
classrooms should contain all modern teaching methods in addition
to stadiums, restaurants and entertainment centers. I also perceive of
having extra-curricular activities that will impact positively on
teaching performance that will ease communication between
students and their lecturers, also there should be training courses in
different specialization that will help increase teaching
performance, additionally, officiating conferences and seminars
locally and internationally related to teaching methods and
curricula, and I see that the lecturers motivate the students and
making that a focus of teaching and its basis through making the
students participate actively in the classroom, the lecturers should
also make the classroom non-traditional by encouraging dialogue,
discussion, reflection and participation between students and the
lecturers. I think the lecturers should in the teaching field. diversify
the teaching methods, use of modern educational method and
motivate the role of technology. Based on my experience, I suggest
a class of not than 25 students in any circumstance. This facilitates
the effective teaching practice and optimum productive capacity of
the lecturer through a better students’ performance. Sometime class
 221

is usually made up of the less intelligent students, the lecturer

usually over labor them in attempt to carry a reasonable number of
them along. This makes class not properly managed and lecturers
do spend more than necessary hour on a topic and eventually might
not be able to manage the time adequately. There are benefits in
teaching out-of-field one’s area of specialization as this bring a lot
of joy in the situation when there is challenges. One would be
comfortable to participate in number of foray and make meaningful
contributions to intellectual discourse. Society sees you
knowledgeable person and always look up to you and one cannot
avoid letting them down. The students at time ask some questions
out the topic of discussion, even outside of their field of study. It
would not be reasonable for lecturer who wants to have a better
control and coordination of the classroom to always run always
from such questions

INTERVIEW PROFILE
Interviewee’s Interviewee’ Intervie Teaching Faculty Interviewer’
Position s Code w Date Experienc s Code
e
Assist. Prof Assp1. 15- 3 - 20 years Faculty Wer
1437 Educatio
n
Seria Wer/ Interview Question
l Assp1
1 Wer What are the important lecturers’ professional competence you
believe can be developed from their teaching performance?

Assp1 I perceive a need for further development of teaching performance

. and shifting from rote memorization and traditional teaching
method to active learning, university lecturer should focus more
on students than research, also the use of technology needs to be
emphasized in learning and teaching for its positive impact on
lecturer as well as learner. Development should be by everyone’s
cooperation, I think the important reasons for the development is
to encourage cooperative learning and diverse teaching methods,
doing away with rote teaching and the focus should be on active
learning and making student a center of teaching and learning
process, I see that the lecturers should pay more attention to the
use of different teaching methods, different evaluation methods as
well as e-learning. I also see the importance of human relations
and their roles in constructing an interaction between the students
and their lecturers. For example the used smart board is very
significant to the classroom teaching practice as it facilitates
students’ understandings and make them to concentrate better.
Also, the use of computer system has made the classes more
interesting to both the lecturers and students hence, improve time
management and enhance the coverage of curriculum.
 222

2 Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on teaching
performance?

Assp1 I perceive the provision of modern instructional aids in the

. classroom as important for example, the importance of having
projector, computers and high speed internet, in addition, the
provision of libraries and university building that will help provide
quality education, I also perceive of having entertainment centers
such as swimming pools, playgrounds, restaurants and others, and
I think the continual training courses will help on classroom
teaching practice as well as discussion with colleagues at the
department will also help, the seminars and conferences will do
more help. I see motivation as one of the factors that will help,
motivating lecturers will advance classroom teaching practices.
Whereas focusing strictly on the recommended texts would not
give lecturers a better understanding of the subject. The lecturer
should read wider than students before coming to class. This will
help them to control the class and to disseminate knowledge to the
students more easily.

INTERVIEW PROFILE
Interviewee’s Interviewee’ Intervie Teaching Faculty Interviewer’
Position s Code w Date Experienc s Code
e
Associate ASCP1. 9- 3 - 30 years Art and Wer
Professor 1437 Science
s
Seria Wer/ Interview Question
l ASCP1
1 Wer What are the important lecturers’ professional competence you
believe can be developed from their teaching performance?

ASCP1 Generally, I see that the teaching performance in Saudi

. Universities is good, however, it needs further development and
adjustment to keep pace with the time and changes that occur in
the university teaching and learning in the developed nations, so I
perceive that development in teaching performance is based on
several axes namely; class structure in terms of technology and
scientific resources and other necessary equipments. Second,
motivating the students and linking between higher education and
the labor market. Third, motivating teaching staff to improve
his/her teaching performance, and for your question I would say
that teaching competence which includes lesson plans and
motivating the discussion and evaluation in different ways.
Second, technological competence which includes lectures
design to be presented to students, as well as communicating
with students through social media to serve the educational
process. Third, knowledge competence which includes the
 223

mastery of materials to be presented and do follow up with all

current issues in the specialized courses for their development, I
perceive that the abilities of using cooperative learning be
encouraged, the use of brainstorming at the beginning of the
lecture, the lecturers also should use problem solving method,
discussion method and motivate students to innovation and trial
as well as the integration of technology into the educational
system.
One of the best ways to manage the classroom is by giving the
students the overall objective of the topic before going into
details. Students, from my experience concentrate and pay more
attention if they have the clear understanding of the objective.
Also, ability to appreciate the intellectual capacity of the students
is paramount to the classroom managements.

A good lecturer would develop cordial relationship with his

students in order to create a good interaction. This would make
the students have free minds and concentrate more in the
classroom. If the lecturer is not friendly, many students would
find difficulty in understanding the lectures and this would make
the classes not interesting.

Utilizing cultural experience assists in pass across the messages

to students in the classroom. This makes them to feel equal and
not being short change in the class. They feel at home and
concentrate on their studies since there is no cultural
discrimination.

2 Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on teaching
performance and its development?

ASCP1 I see the first thing is technology to be provided in the lecture

. rooms and in the public places such as libraries as on. Second, I
also perceive of having sources of information or information
centers like libraries, book, articles and periodicals either in the
department or the public libraries in the universities. Thirdly, I
see the importance of evaluating lecturers’ professional
performance in accordance with the correct mechanisms I think
the important framework that will affect positively on teaching
performance is technology and its integration into the teaching
and learning, I also see the development of active learning
methods, teaching methods and motivating teaching staff for that
has its role in the development. Working within the syllabus
areas is best as this would help students to follow the lecture.
They might have equally do some research on their own before
the lecture. This would give them the opportunity to participate
very well in the class. If the lecturer fail to strict adhere to subject
syllabus, this could affect the sequence of the lecture and most of
the subject are link to earlier or the future one. The students’
 224

characteristics in term of level of understanding affect the speed

and progress of lectures in the classroom which in turn impact on
the effectiveness of classroom teaching practice. If the class is
made up, a lot of time and energy would be spent on the
explanations and illustrations and these would encroach to the
subsequent topic allotted time and one might not be able to
complete the entire syllabus as required

INTERVIEW PROFILE
Interviewee’s Interviewee’ Intervie Teaching Facult Interviewer’
Position s Code w Date Experienc y s Code
e
Assistant ASSP2. 17- 2 - 17 years Health Wer
Professor 1437 science
Seria Wer/ Interview Question
l ASSP2
1 Wer What are the important lecturers’ professional competence you
believe can be developed from their classroom teaching
practices?

ASSP2 I see that there is a great disparity between one university and
. another in teaching performance due to several reasons of which
is the establishment of the university, I see that universities that
specialize in medicine have a large span in teaching and have all
tools that can help contribute to their good classroom teaching
practice. I see that there is a need for more and more teaching
performance capacities in some newly established universities
such as university of al-Baha. I was able to determine this
disparity based on my research on graduands of Saudi
universities in medical fields and also during the conferences and
seminars will always attend, this shows the differences in the
universities, also I see that the outstanding universities in
teaching performance have developed plans and specific
objectives for teaching all subject they offer and this shows that
they understand their mission clearly and this is a reason for them
to outperform newly established universities in teaching
performance, and I see that the teaching staff should understand
the mission that which they want to achieve, after that, each
department should design a correct mechanism to attain the
designed objectives and strategic plan adopted by the department.
I also see the application of academic accreditation that will fully
contribute to the welfare of the university advancement. After
that comes the role of evaluation to determine the extent to which
the goals set have been achieved or not, as evaluation raise the
level of teaching performance, I also see the update of knowledge
to constantly keep pace with the development in the time taking
place in the academia and teaching fields, also I see the
encouragement of teamwork among the teaching staff, I see that
the teaching staff should be proficient in all objectives and plans
 225

drawn up by the university in regard to the curriculum and

subject they want to teach. Additionally, they should master the
knowledge and materials of their specialization and latest
developments that happen in their field of specialization to
benefit students’ latest findings in their specialization. Also, they
should master the modern ways of teaching and method of
communications between students and them, teaching methods
and the use of modern technology in teaching and learning. The
contents of the courses curriculum would assist greatly in proper
management of the class as this would make the lecturers focused
and have they lecture materials organized in sequential order. It
would be very necessary to carry the students along even after
official hours, especially by the use of information technology.
This would promote the human relation with the students and
improve the concentration in the classes and equally assist them
in seeking more clarifications when they are on self study. This
could also reduce a lot of controversies that could turn classroom
into rowdy session and encourage effective classroom
management. When students know that they would be assessed
with different examination and question techniques, they
concentrate more and try to ask as many questions as possible in
the class. This is to ensure that everyone would like to participate
and the lecturer could carry every student along.

2 Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on teaching
performance and its development?

ASSP2 I see the necessity of providing modern teaching method

. facilities in all classrooms, also, there should be a good structure
for the university that will attract students, also, I see that all
learning resources should contain facilities such as libraries and
technical equipment, and also the high speed internet to ease
access to information in a short time, I also see the importance of
having a mentor who will help the student on good learning
styles, and to do scientific research in order to be active member
and not only the receiver of information from the lecturer alone,
and I see that the university environment must be seen as
learning place, also the teaching staff should give students a copy
of academic lesson plan that which he/she will follow throughout
the academic session as a required objectives. I see that the
students must participate in lectures and should be asked to
discuss and present with classmates and the lecturer, and it is
inevitable for the lecture halls to be focused on learning and not
teaching, for that the university should apply quality standards
and the academic accreditation and develop thorough research
related to teaching methodology. The more spacious the
classroom is, the better the control and coordination in the class.
For example, you do not need to stand at a spot when the lectures
are ongoing. One could monitor the level of participation of the
 226

students. Their handwriting could be monitored and the

deficiencies of each student could easily be identified and
corrected. If there are adequate supports from the university
upper echelons down to faculty level, the lecturers would be
motivated to their job (teaching) with almost good faith. This
would make them to be happy on job and give the best to the
students; hence the classroom would be properly managed

INTERVIEW PROFILE
Interviewee’s Interviewee’ Intervie Teaching Faculty Interviewer’
Position s Code w Date Experienc s Code
e
Associate ASCP2. 17- 3 - 29 years Educatio Wer
Professor 1437 n
Seria Wer/ Interview Question
l ASCP2
.
1 Wer What are the important lecturers’ professional competence you
believe can be developed from their teaching performance?
ASCP2 I perceive the constant development, especially, after the
. activation of quality system which would have a positive impact
on the development of universities and increase the academia
perhaps the infrastructures for the emerging universities such as
al-Baha university for example, This development can be by the
provision of advanced modern technology tools, teaching and
learning tools and having libraries and their role in educational
process, in addition, to that is the development of educational
environments and classroom and training the teaching staff on the
use of the latest teaching aids in teaching and on the use of
modern technology in teaching by changing the teaching style
and make the students the focus of teaching and learning center,
and one of the most important competencies that must be
displayed by the teaching staff is the teaching competencies
whereby when the lecturer is proficient in strategic modern
teaching that will bring radical change in performance and having
active role in development. Also, the importance of human
competencies, it is upon the lecturers to be lenient and respect the
students and listen to them, this treatment will make students
respect the lecturers and accept them, also the university lecturer
must be familiar with modern technology for its significant role
in the advancement of teaching performance. It is must for the
university lecturer to motivate students and their active
participation, I also see the need for the teaching staff to use
different methods and necessary materials while lecturing, I see
the university lecturers should be disciplined during the lecture to
help students to be disciplined.
I discovered based on my experience that students participate in
the class whenever their post evaluation mistakes are being
discussed.. They usually pay attention in the class in order to
 227

understand why they committed mistakes in the assessment.

2 Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on classroom
teaching practice and its development?

ASCP2 I perceive it is must that classroom become conducive and

. suitable to accommodate a number of students especially during
practical courses, I also perceive the need to provide modern
teaching aids in all classrooms and reduce teaching load to enable
the university lecturer deliver lecture effectively, I also see the
importance of providing materials needed by specialized courses
so as to enable the lecturers explain and accommodate large
number of students, the teaching environment, equipping the
classroom with necessary instructional aids, in addition, the
scientific research and training that will have impact on
classroom teaching practices

INTERVIEW PROFILE
Interviewee’s Interviewee’ Intervie Teaching Faculty Interviewer’
Position s Code w Date Experienc s Code
e
Lecturer LECT1. 23- 3 - 13 years Science Wer
1437 s
Seria Wer/ Interview Question
l LECT1
.
1 Wer What are the important lecturers’ professional competence you
believe can be developed from their teaching performance?
LECT1 My perception is that there is a weakness in the teaching
. performance which still need to be developed in accordance with
the academic standards to ensure the quality in the educational
process, and the development of educational process, the
lecturers must be proficient to achieve the objectives of the
curriculum, additionally, there must be availability of educational
aids and facilities that will help provide an integrated
environment that will enable the lecturers reach their target goals,
and the most important competence is teaching competence, the
attention of the lecturers to teaching and evaluation methods, also
they must know how to make use of technology in education.

Carrying student along during the lectures is most effective way

of managing and ensuring best classroom practice. The class
would alive and the students would listen attentively to the
lecturers since they are expected to contribute to the discussions
in the classroom.

Understanding and observing the cultural differences among the

students promote best class room practice. I have one of my
 228

classes’ students outside the kingdom with difference cultural

backgrounds; we manage the situation and even used some
vocabularies from these student cultures to explain some of the
key points in the class. I usually ask them to give us what a
certain work being called in their country. This promotes unity
among the students in particular and enhance peaceful
atmosphere in class generally

2 Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on teaching
performance?

The classroom must be spacious and there should be no

overcrowding in the number of students, also there should be
availability of teaching aids whether audio or visual as well as
materials and tools to be used in all fields of specialization, there
must be the use of various teaching methods that will develop
learning, also there should be the use of teaching aids for
lecturing and students must be given an opportunity to participate
in discussion with lecturers and work in the classroom, also I see
that technology will play a major role in the development of
teaching performance, I also see the provision of an integrated
university environment and motivating teaching staff to develop
teaching performance.
Using different texts could make thing difficult for students since
they usually have a copy of the recommended one. To facilitate
the concentration of the students, lecturer should focus mainly on
the recommended as this could aid the coordination and control
of the classroom practice

The supports from faculty to the students through proper

information dissemination help in the classroom teaching
practice. The students like lecturers would be updated about the
events in their various faculties that could impact on learning
activities. This would give them understating of the university
environment, especially in the classes and other extra curriculum
activities

INTERVIEW PROFILE
Interviewee’s Interviewee’ Intervie Teaching Faculty Interviewer’
Position s Code w Date Experienc s Code
e
Lecturer LECT2. 2- 3 - 15 years Educatio Wer
1437 n
Seria Wer/ Interview Question
l LECT2
.
1 Wer What are the important lecturers’ professional competence you
 229

believe can be developed from their classroom teaching

practices?

By mere looking at the current situation, teaching performance in

Saudi Universities is unstable due to the establishment of a set of
new universities in order to fill the vacancies in teaching
regardless of teaching staff’s academic qualification that qualify
one to be a university lecturer. We are now at a turning point
between the golden age of the ancient universities which grants
the prestige and social recognition to university teaching, I see
that our universities have lost this prestige, I think the students on
scholarship will return with experiences that will help change the
mental image of others and be optimistic about teaching
performance in universities, also we must restructure the system
and laws govern the universities. The stagnation in our
universities is not hidden for three decades which deteriorates the
situation in recent times. Also I see that everyone must be given
his/her equal right. It is unfair to deny teaching staff their right
and expect them to contribute positively to the development of
the society. Everyone should be equal in terms of financial
support. Also, the attention must be given to courses and their
update not they should cater for the welfare of the university
authority but they should serve the purpose. The attention should
be given to students by treating them decently. The university
building should be decent in order to preserve the dignity of the
lecturer and students at the same time, the lecture halls must be
appropriate, the right should be given to those who deserve the
honor among those who can develop the universities. About the
competences there are various professional competencies that are
needed by the university lecturer in teaching this include having
knowledge capacity and teaching experience for the transfer of
expertise and educational leadership in university education. Also
having the ability to adapt to circumstance and ability to keep
pace with the development and modern teaching methods, also
the painstaking on self-development research work and attending
the seminars and new information in teaching field. The most
important competence is the fear of Allaah, being accountable to
Him, responsible to Him.

The most important competence is the fear of Allaah, being

accountable to Him, responsible to Him. This would make the
individual lecturer believe that whatever being earned
unjustifiable would be accounted for on the Day of Judgment.

2 Wer What are the important factors that you see should be provided in
teaching environment that can impact positively on teaching
performance and its development?

Having appropriate place, curriculum, educational environment,

experienced teaching staff, administrative, facilities, sources,
 230

internet, library, recreation centers, restaurants, restrooms, the

university closeness to the populated areas, community
involvement in university, freedom of faculty members to use the
modern evaluative methods etc and other things we lack in our
universities, The teaching staff must master modern teaching
methods and inspire the students to participate, keeping a
company of students and treating them with courtesy and respect,
focusing attention on students than lecturing, treating the students
with justice and being fair to them and understanding their
situation, also constant training of the teaching staff on modern
teaching methods and active learning in addition to the
motivation and provision of conducive learning and teaching
environment and employing qualified staff with a distinctive
competence.

I believe the lower the number of students the better the

coordination and monitoring in the class. The student’s
performance in the overall examination is usually better when the
class size is small. For instance, one could admit more quiz, class
presentation, home work etc if the class size is less. The
university has provided us with audio and visual aids in order to
facilitate the lecturing effectiveness in the class. The used of
these aids would improve the classroom teaching practice among
the lecturers and help the students to overcome some of
deficiencies. Taking more than necessary responsibilities affect
the level of efficiency, especially when delivering lecturer. Some
of us apart from academic assignments, we equally engaged in
other administrative job such as coordination and subject leader.
Some equally involve in general administrative activities in the
university. This at time resulted in class cancellation and
rearrangement. This usually has adverse effect on the classroom
teaching practice. It is better for one to focus on a specialized
area so as to develop and has authority. Lecturing out of field
would deter one from having focus and not even relevant in any
of the field since he/she teaches across board.
 231

APPENDIX O

APPENDIX P
 232

APPENDIX Q
 233

APPENDIX R
 234

APPENDIX S
 235

APPENDIX T
 236

APPENDIX U
237