Teaching Behavior Inventory at the College of Nursing, Qassim University, Kingdom of Saudi Arabia: A Comparative Survey

By Alhosis, Khaled Fahad; El-Gawly, Hoda W. et al. | Journal of Nursing Measurement, April 1, 2015 | Go to article overview

Teaching Behavior Inventory at the College of Nursing, Qassim University, Kingdom of Saudi Arabia: A Comparative Survey


Alhosis, Khaled Fahad, El-Gawly, Hoda W., Vallar, Lorna E., Balajadia, Princess C., Journal of Nursing Measurement


Background and Purpose: Teaching is one of the most complicated jobs today. Students and teachers may have different views depending on their background, styles, goals, and needs. This study aims to determine and compare the inventory of teaching behavior as rated by students and teachers. Methods: A questionnaire formulated by Murray (1983) and modified by the researchers was administered to 56 students and 12 teachers at the College of Nursing of Qassim University. The response rate was 85.3%. Results: Differences in ranking were not significant on enthusiasm, pacing, interaction, rapport, and clarity. High statistical significance was found in organization and speech. A remarkable difference in ranking was obtained in disclosure. Conclusions: Various factors are associated with the students' and faculty's views of effective teaching behaviors.

Keywords: teacher; student; teaching; teaching behavior; inventory

Teaching is one of the most complicated jobs today. It demands extensive knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it is no wonder that great teachers are hard to find (GreatSchools, 2007).

The effort of the Ministry of Higher of Education in the Kingdom of Saudi Arabia is evident in ensuring quality education for its citizenry. The National Commission for Academic Accreditation and Assessment (2009) enumerated among others in Standard 4 that teaching quality and the effectiveness of programs must be evaluated through student assessments and graduate and employer surveys with evidence from these sources used as a basis for planning for improvements. Teaching must be of high quality with appropriate strategies in place for different categories of learning outcomes (Standard 4.6). Appropriate strategies must be used by the program administrators and teaching staff to support continuing improvement in quality of teaching (Standard 4.7).

Specifically, Qassim University demonstrated that the standard of learning and teaching is one of the most important standards for the accreditation and quality assurance of the educational process of the University. Because of the importance of this standard, the University has activated a system of quality assurance by implementing it in all academic programs of the colleges in the University to achieve high levels of learning and teaching, and to ensure that the learning outcomes of students are consistent with the national framework of qualifications (Self- Study Report of Qassim University, 2012). In line with these views, this study acknowledges the students' and teachers' inventory in the provision of improvement of teaching behavior and identifying the learning needs of the students because these play important roles in the teaching and learning process.

BACKGROUND AND CONCEPTUAL FRAMEWORK

Related studies and researches have been devoted to questioning what constitutes good teaching. Some involved asking faculty about good teaching practices, whereas others surveyed students to elicit their perceptions of what is a logical method to ask the consumers to evaluate the quality of product or service. A study by Murray (1983) found differences in attention-getting behaviors such as speaking expressively, moving about while lecturing, using humor, and showing enthusiasm for the subject. There may be weaknesses if the surveys are conducted on students, although most of the class may agree on the qualities of a good teacher. Some students may still have different opinions or perceptions depending on their individual styles, goals, and personal needs.

Despite the weaknesses in the methods used, those previous related studies and research provided useful insights into the components of good teaching. According to Glenn (2001), the founder and publisher of Teaching for Excellence, good educational administrators want to ensure the academic success of all children. …

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