The Reality of Quality in the Governmental Technical Colleges in West Bank from the Viewpoint of Administrators and Teaching Staff رسالة ماجستير

Abstract

This thesis aimed to diagnose the reality of quality in the governmental technical colleges in West Bank from the viewpoint of administrators and teaching staff. This thesis is based on the analytical descriptive approach, where the researcher built a questionnaire that consisted of 90 items distributed over five criteria which were strategic planning quality, teaching staff quality, academic programs and curriculum quality, educational facilities quality, and students’ quality. The thesis population consisted of all the teaching staff and administrators working in the governmental technical colleges in West Bank and which are Palestine Technical College-Al Aroub in Hebron, Palestine Technical College-Ramallah, Palestine Technical college-Khadouri in Tulkarm, and Al Ummah College in Jerusalem. The total number of teaching staff and administrators was 454, including 343 teaching staff and 111 administrators. The sample was a simple random sample with a 79 sample size, including 60 teaching staff and 19 administrators. The value of reliability considering the Cronbach alpha parameter for all standards of quality is high and equal to (%98). Moreover, the internal consistency between all statements and dimensions is greater than (0.40). On the other hand, the averages of the teaching staff and administrators’ responses to all the considered criteria of quality were high, as the highest arithmetic mean is the standard of the teaching staff quality with a value of 3.877 considering the five-point Likert scale, and the lowest arithmetic mean is the strategic planning quality with a value of 3.710. VI The results of this thesis showed that there were no statistically significant differences at the level (α≤0.05) between the mean of the respondents’ answers attributed to gender, academic qualification, college, and years of experience variables. It also showed that there were statistically significant differences at the level (α≤0.05) between the mean of the respondents’ answers attributed to the job title variable in the quality of strategic planning standard, the quality of educational facilities standard, the students’ quality, and the quality as a whole in favor of administrators and head of academic department compared with the technician. However, there were no statistically significant differences in the quality standard of the faculty member and the quality of academic programs and curriculum. Also, the results of this thesis showed that there were statistically significant differences at the level of (α≤0.05) between the mean of the respondents’ answers due to the variable of the number of times participating in quality training programs or courses in favor of 4 or more times compared with never a time in the standard of educational facilities quality and the quality as a whole. The researcher recommended that colleges should conduct studies to find out the graduates’ satisfaction with their academic degree, the faculty member should participate in solving community problems and the labor market should be involved in preparing programs and majors at the colleges.