Revista humanidades
ISSN: 2215-3934
humanidades@ucr.ac.cr
Universidad de Costa Rica
San José, Costa Rica
DOI 10.15517/h.v15i2.58913
Esta obra está bajo una licencia Creative Commons
Reconocimiento-No comercial-Sin Obra Derivada
Training Needs for Teachers in Jordan in Light of Modern Trends
in Professional Development
Necesidades de formación de docentes en Jordania a la luz de las
tendencias modernas en el desarrollo profesional
Necessidades de formação para professores na Jordânia à luz das
tendências modernas no desenvolvimento prossional
Mohammad Omar AL-Momani
02
Of Social Sciences, Philosophy and Education
Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
Training Needs for Teachers in Jordan in Light of Modern Trends
in Professional Development
Necesidades de formación de docentes en Jordania a la luz de las
tendencias modernas en el desarrollo profesional
Necessidades de formação para professores na Jordânia à luz das
tendências modernas no desenvolvimento prossional
Mohammad Omar AL-Momani
1
Al-Huson University College, Al-Balqa Applied University
Ajloun, Jordan
m.o.e.m@bau.edu.jo
https://orcid.org/0000-0003-3871-0254
Date of reception: April 29, 2024
Date of acceptance: June 16, 2025
Abstract
The study aimed to identify the training needs of teachers in Jordan in light of modern trends in
professional development. To achieve this goal, the researchers used the descriptive analytical
approach by preparing a questionnaire to identify training needs, consisting of 39 statements,
distributed over three main axes: the subjective aspect, the cognitive aspect and the performan-
ce aspect. The primary study sample consisted of 139 vocational education teachers. The study’s
results concluded that the level of training needs in the performative and subjective aspects was
high, the cognitive aspect was moderate, and the overall score for the elds was high, with an
arithmetic mean of 3.76 and a standard deviation of 0.65. The domains were arranged according
to their arithmetic averages, beginning with the performance aspect, then the subjective aspect,
then the cognitive aspect. The study recommended the necessity of paying attention to training
needs, which is the rst step towards properly planning training programs for teachers.
Keywords: vocational teacher training, development education, technical and vocational educa-
tion, vocational education
Resumen
El estudio tiene como objetivo identicar las necesidades de formacn de los docentes en Jor-
dania, a la luz de las tendencias modernas en el desarrollo profesional. Para lograr este objetivo,
1
Doctorate degree in Curricula and Teaching, Faculty of Educational Sciences, University of Jordan.
03
Of Social Sciences, Philosophy and Education
Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
los investigadores utilizaron el enfoque analítico descriptivo preparando un cuestionario para
identicar necesidades de capacitación, compuesto por 39 armaciones distribuidas en tres ejes
principales: el aspecto subjetivo, el aspecto cognitivo y el aspecto de desempeño. La muestra del
estudio primario estuvo compuesta por 139 profesores de educación vocacional. Los resultados
del estudio concluyeron que el nivel de necesidades de entrenamiento en los aspectos performa-
tivo y subjetivo fue alto, el aspecto cognitivo moderado y la puntuación global de los campos fue
alta, con una media aritmética de 3.76 y una desviación estándar de 0.65. Los dominios se ordena-
ron según sus promedios aritméticos, comenzando con el aspecto de desempeño, luego el aspecto
subjetivo y luego el aspecto cognitivo. El estudio demuestra la necesidad de prestar atención a las
necesidades de formacn, que es el primer paso hacia una planicación adecuada de los progra-
mas de formación de docentes.
Palabras clave: formación de docentes vocacionales, educación para el desarrollo, educación téc-
nica y vocacional, educación vocacional
Resumo
O estudo teve como objetivo identicar as necessidades de formação dos professores na Jornia à
luz das tendências modernas no desenvolvimento prossional. Para atingir esse objetivo, os pes-
quisadores utilizaram a abordagem analítica descritiva, elaborando um questionário para identi-
cação de necessidades de treinamento, composto por 39 armações distribuídas em três eixos prin-
cipais: o aspecto subjetivo, o aspecto cognitivo e o aspecto de desempenho. A amostra primária do
estudo foi composta por 139 professores do ensino prossional. Os resultados do estudo conclram
que o nível de necessidade de treinamento nos aspectos performativos e subjetivos foi alto, o aspec-
to cognitivo foi moderado e a pontuação geral dos domínios foi alta, com média aritmética de 3,76
e desvio padrão de 0,65. Os domínios foram organizados de acordo com suas médias aritméticas,
iniciando pelo aspecto desempenho, depois pelo aspecto subjetivo e depois pelo aspecto cognitivo.
O estudo recomendou a necessidade de prestar atenção às necessidades de formação, o que é o pri-
meiro passo para planear adequadamente os programas de formação de professores.
Palavras-chave: formação prossional de professores, educação para o desenvolvimento, edu-
cação técnica e prossional, educação prossional
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Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
1. Introduction
Training needs form the fundamental basis upon which the planning and design of educatio-
nal programs are built. Training designed based on the needs that meet the requirements of tea-
chers is more eective, and the training results can be measured and evaluated in light of those
needs. Preparing teachers and providing in-service training are crucial foundations of professional
development. This type of training is seen as a strategy for continuous sponsorship and professional
growth that ensures the continued association of the individual with the profession of education. It
also aims to provide enrichment and activation programs for old teachers and improve their skills
to perfection, improving the educational climate in schools by raising their morale (Abdeen, 2008).
Al-Ahmad (2005) emphasized the necessity of continuous education for teachers, as a tea-
cher cannot live their entire life with a specic set of knowledge and skills. Due to the pressure of
the cognitive revolution and technological and informational development, the educational pro-
cess only achieves its importance through the comprehensive growth of learners, which requires
the professional development of teachers to confront and keep pace with these developments.
Modern trends in teacher training serve as the starting point for building the training pro-
cess because development requires familiarity with them to keep pace with the challenges of the
times (Al-Ajez et al., 2010). Shdeifat and Arshid (2009) state that the most important modern
trends in teacher training are to consider training one of the essential components of lifelong
education, disseminating innovations, focusing on creative models, and presenting the educatio-
nal importance of new practical knowledge and educational experiences in the eld of teaching.
Al-Otaibi (2014) believes that training may not be the radical solution to developing knowle-
dge and science, but it is one of the solutions that contribute eectively to the development of
knowledge whenever the training process is prepared in all its stages according to scientic me-
thods, and there is a minimum of innate readiness to learn among the trainees. The stage of iden-
tifying training needs is the basic beginning in the series of interconnected episodes of the trai-
ning process, and it is the foundation for building eective training programs that contribute to
the actual development of trainees’ performance, improve their knowledge and skills, and impro-
ve their attitudes (Al-Nuwaijem, 2005).
Some international, Arab, and local conferences and seminars have recommended providing
teachers with training and professional growth opportunities. At the global level, the American
Council on Education report recommends that training programs should be the focus of atten-
tion of teacher preparation institutions as part of the main mission (Al-Kandari & Faraj, 2001).
Therefore, the process of determining the training needs of teachers is considered a matter of
great importance, with its status and signicance recognized by those concerned with identifying
training needs as the rst step in sound planning towards achieving the goals of the educational
institution (Al-Enezi, 2009; Musa, 2014).
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Researchers in this eld conrm that the interest of a large number of ocials in identifying
training needs clearly demonstrates its importance. It is the rst building block towards achieving
the goals of any institution that wants to rise to the highest levels. It is evident that professional
development has needed the evolution of training methods and approaches, along with a trans-
formation in the outlook of both trainees and trainers on the training process. A review of training
programmes, both past and present, can oer insights into the impact of professional develop-
ment on training programmes. It becomes evident that training characteristics, in the context of
professional development, integrate theory and practice, emphasising education and exibility
to facilitate modication and adaptation according to requirements. Furthermore, it is crucial to
recognise that individuals are not merely recipients of training, but also contributors to its design.
Attention to evolving trends and enhancing skills is also paramount. Additionally, trainees should
be engaged in determining the requisite training programmes they require.
Numerous studies have addressed on this topic due to its great importance in the educational
process. For example, the study by Almarshad (2017) aimed to determine the training needs of
social studies teachers at the intermediate stage in Al-Jawf, in light of modern educational trends.
Also, Al-Ali (2016) aimed to identify the necessary training needs of teachers of gifted students
in the Hashemite Kingdom of Jordan; Al-Thaqa (2013) conducted a study to identify the trai-
ning needs of middle school Mathematics teachers to implement advanced courses; and Al-Sayed
(2011) conducted a study to determine the training needs of teachers in light of the requirements
of the knowledge society. Moreover, Johnston (1990) focused on identifying the necessary tra-
ining needs for basic-stage teachers, while Musa (2007) aimed to state the training needs for
teachers according to the professional characteristics of the teacher in light of education trends
towards the knowledge economy. With aims to contribute to the research on this topic, this study
seeks to identify the training needs of vocational education teachers in Jordan, in light of modern
trends in professional development.
2. Aims of this study in the Jordanian context
Training and its importance, as well as identifying the training needs of teachers, have beco-
me clear in all countries concerned with the quality of education in their system. In that sense, the
Kingdom Jordanian Hashemite’s educational system seeks to provide all eorts and capabilities
so that training achieves its desired goal in the sustainable development of education while ensu-
ring the quality of outcomes. Musa (2014) conrms this in his study that the development of tra-
ining in the Kingdom Jordanian Hashemite kept pace with global developments. The educational
system used various procedures, perhaps the most important of which were sending teachers to
foreign missions, postgraduate studies, internal delegation and training teachers locally in edu-
cational training centers and local universities.
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Besides, Shdeifat and Arshid (2009) stress the importance of choosing the teacher well and
carefully preparing and training them for the success of the educational process, especially sin-
ce they are not only responsible for transferring knowledge, but also providing learners with
experiences, building knowledge and employing it. Therefore, they have great responsibilities
that they nees to fulll by preparing, qualifying and developing their abilities to perform their
mission perfectly.
Mahapatra (2020) emphasized that modern education also calls for continuing an indivi-
dual’s learning throughout their life and believes that growth must continue to achieve develo-
pment that depends on temporal development. Moreover, it was conrmed (Almarshad, 2017)
that the term professional development includes all forms of educational services provided to
the teacher to enhance their skills, so in-service teacher training should be a continuous process
throughout their study period. The results of the study by Al-Sayed (2011) also revealed some
agreement on the importance of training to deal with information technology and e-learning.
In addition, the results of the study by Al-Kharib (2017) have shown a close connection be-
tween training and professional development for teachers, as recommended by the study by Qais
(2008). It emphasized the necessity of developing teachers’ awareness of the concepts of self-pro-
fessional development and paying attention to their professional development. Al-Gosaibi (2010)
recommended creating a culture of development in the school, supported by school supervisors
and principals, and the necessity of having controls for the in-service training process based on
the number of courses with a teaching license or job promotion.
Despite the importance and the precise denition of goals that these studies show, the tan-
gible reality in educational outcomes does not match the eorts, available capabilities and appro-
ved material resources. All of this drew the attention of many researchers to the necessity of going
into the eld and trying to uncover the training needs of vocational education teachers from their
point of view. Therefore, this study poses the following question: what are the training needs of
vocational education teachers in Jordan in light of modern trends in professional development?
2.1. Questions for this study
More specically, the current study attempts to also answer the following questions:
What are the training needs of vocational education teachers in Jordan regarding the per-
sonal aspect from their point of view?
What are the training needs of vocational education teachers in Jordan regarding the cog-
nitive aspect from their point of view?
What are the training needs of vocational education teachers in Jordan regarding the per-
formance aspect from their point of view?
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2.2. Importance of this study
2.2.1. Theoretical importance
The study highlights the importance of training the teachers, taking care of them and taking
advantage of all available capabilities that work to help them advance towards a pioneering posi-
tion commensurate with their lofty mission. Additionally, a teacher’s professional development
is considered a continuous process. It begins with the stage of preparing them, then the stage of
practicing the teaching profession and then rening their skills continuously throughout the pe-
riod of practicing the profession to ensure the quality of education sustainably.
2.2.2. Practical importance
Identifying the training needs of teaching professional in the eld of Education as a priority
in their professional development could help those in charge of training programs in preparing
programs according to the real needs, requirements and levels. It is also expected that teachers,
educational supervisors, education specialists and ocials could benet from the results of this
study in developing training needs through feedback that was obtained in the results of this study.
2.3. Theoretical framework
2.3.1. Training needs
Training needs are dened as “the gap between the knowledge, skills, and attitudes that a
teacher must have in order to perform his duties eciently and eectively, and those skills, ex-
periences, and attitudes that are currently available to them” (Moussa, 2014, p. 23). The resear-
cher denes training needs procedurally: the set of knowledge, skills and attitudes that education
teachers desire. They are professional in acquisition and they can be estimated by the degree by
which teachers respond to the training needs questionnaire that was designed for this study.
2.3.2. Modern trends
Modern trends can be dened as “the individual’s preferences and choices for the condi-
tions of the educational process that can inuence his learning and determine the place, time,
and manner in which learning occurs, and with what materials” (Samara & Abdel Salam, 2008,
p. 11). Researchers dene modern trends procedurally: the set of modern theoretical and applied
opinions that emerged thanks to the information revolution and the knowledge explosion, which
the current study seeks to measure through the responses of vocational education teachers to a
questionnaire about training needs.
2.3.3. Professional development
Professional development is dened idiomatically as:
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An intentional process carried out by educational institutions that develop their pro-
grams to increase the teacher’s professional growth. It also includes a set of planned
and organized procedures that result in the professional growth of the teacher, repre-
sented by further improvement of his knowledge and concepts related to his work and
professional responsibilities. (Al-Taher, 2010, p. 14)
The procedural denition adopted in this research (Speck & Knipe, 2005) for professional
development is the following: an organized and acquired collaborative functional process carried
out by teachers individually or collectively, which is carried out in accordance with adult educa-
tion methods and contributes to their professional growth in terms of their conceptualization,
skills and abilities. Teaching is expected to advance student achievement.
2.4. Delimitations of the study
Objective limits: The training needs of education teachers professional in light of modern
trends in professional development.
Temporal boundaries: The study was applied during the rst semester of the academic
year 2023-2024.
Human limits: Education teachers professionals in government schools in Jordan.
Spatial boundaries: Public schools aliated with the Jordanian Ministry of Education in
various directorates and regions.
2.5. Methods and eld procedures
Approach: The current study followed the descriptive analytical method because it is the
most suitable methodology for the objectives of the study.
Population and sample: The study population consisted of all male and female vocational
education teachers in Jordan. As for the study sample, 241 questionnaires were distributed,
of which 187 were retrieved. A total of 48 responses were excluded due to incomplete data,
while 139 responses were from the entire community. Thus, the study sample represented
a simple random number of 139 vocational education teachers in Jordan.
Instrument: An initial questionnaire related to the training needs of the professional
teachers was prepared after referring to theoretical literature and previous studies rela-
ted to the subject of the study, such as Benning et al. (2023), Ding et al. (2023), Frantz et
al. (2022), Guerrero-Romera & Pérez-Ortiz (2022), Mahapatra (2020), Tzalkouet et al.
(2023) and Walker et al. (2020). Initially, the questionnaire consisted of 47 items distribu-
ted over three main axes: the subjective aspect, which had 15 items; the cognitive aspect,
which had 19 items; and the performance aspect, which had 13 items.
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2.6. Validity and reliability of the instrument
To ensure the validity of the instrument, face validity was used, represented by the veracity
of the arbitrators, and structural validity, represented by the correlation coecients and internal
consistency of the questionnaire items, as follows:
2.6.1. Apparent honesty
In order to ensure the apparent validity of the study tool, it was presented to a group of 10
arbitrators, who were professors of curricula and teaching methods in vocational education, edu-
cational administration, measurement and evaluation at the Yarmouk University and AL-Balqa
Applied University, Jordan. The arbitrators were asked to express their opinion on the question-
naire’s items and their suitability to its axes, and to add, modify or delete any other items as they
saw t. Based on the arbitrators’ comments, some amendments were made, which consisted on
modifying the wording of some items and deleting others. Thus, the instrument’s nal form con-
sisted of 39 items distributed over the three axes explained in the previous section.
2.6.2. Construct validity
To ensure the structural validity of the questionnaire’s items, a survey sample of 30 teachers
from the same study population was applied, but from outside the study’s original sample, who
were chosen randomly. The following Table 1 shows the correlation coecients (Pearson) for the
items of each axis of the questionnaire and for the questionnaire as a whole. It is clear from Table 1
that all correlation coecients between the questionnaire items and the total score for the eld of
the training needs questionnaire are statistically signicant at the signicance level of 0.01. This
shows the internal consistency and validity of the questionnaire’s items, which conrms their
results can be extrapolated.
Table 1. Correlation coecients between items and the eld to which they belong
Training needs on the
subjective side
Training needs on the
cognitive side
Training needs on the
performance
Item Link Item Link Item Link
1 **0.649 1 **0.648 1 **0.834
2 **0.839 2 **0.801 2 **0.733
3 **0.766 3 **0.893 3 **0.682
4 **0.937 4 **0.992 4 **0.739
5 **0.772 5 **0.739 5 **0.771
6 **0.639 6 **0.687 6 **0.893
7 **0.846 7 **0.759 7 **0.740
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8 **0.710 8 **0.902 8 **0.635
9 **0.742 9 **0.778 9 **0.722
10 **0.762 10 **0.755 10 **0.810
11 **0.821 11 **0.718
12 **0.652 12 **0.772
13 **0.669 13 **0.872
14 **0.891
15 **0.749
16 **0.824
Source: Own elaboration. Statistical functionYesaAt was employed at a signicance level of (0.01).
2.6.3. Tool stability
The internal consistency reliability coecient was calculated between the items through the
stability factor A Cronbach to ensure the instrument’s reliability. The following table (Table 2)
explains the stability coecients:
Table 2. Stability coecients for an interviewer: the questionnaire
The hub Number of items Cronbach’s alpha value
Self 13 0.721
Cognitive 16 0.701
Performative 10 0.693
Total degree 39 0.705
Source: Own elaboration.
Table 2 shows the value of the stability coecients calculated by an interviewer question-
naire and the total score ranged between 0.693 and 0.721. The total score was 0.705. It is a high va-
lue as is close to the correct one for the total score. This conrms that the questionnaire is highly
reliable to assess an interviewer’s training needs.
2.6.4. Statistical analysis
To verify the validity and reliability of the instrument, as well as to process the data obtained
and analyze the results, we used the appropriate statistical methods package SPSS 21, which will
collect the study questions, and employ arithmetic means and standard deviations to identify the
level of teachers’ training needs. The Pearson correlation coecient to measure the validity of
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the study tool, and the Cronbach’s alpha reliability coecient were also used. Additionally, the
Likert ve-point scale method was used to assess the questionnaire items that were formulated
positively. The response weights for the items were as shown in the Table 3.
Table 3. Response scale for the questionnaire items
A very large
degree
Great degree Average degree Low degree Very low degree
5 degrees 4 degrees 3 degrees 2 degrees 1 degrees
Source: Own elaboration.
In order to make judgments about the arithmetic averages, the score was considered high if
the arithmetic averages ranged between 3.67-5.00, in average in the category of 33.2-66.3, and
low in the category if they ranged between 1.00-2.33. This was determined according to the fo-
llowing statistical criterion:
Range = top scale - minimum score = 5 - 1 = 4
Category length = range / number of judgments = = 1.334 / 3
3. Results and discussion
3.1. What are the training needs of vocational education teachers in Jordan in
the personal aspect?
The arithmetic means, standard deviations, rank and degree of need were extracted for each
training needs item on the subjective side, which are summarized in Table 4.
Table 4. Training needs axis in the subjective aspect, arranged in descending order according to
their arithmetic means
Rank Item Arithmetic
mean
Standard
deviation
Type of
degree
1 Forming professional communities that contribu-
te to the professional development of teachers
4.38 0.85 High
2 Use tools and scientic method to determine my
training needs
4.19 0.67 High
3 Acquire training skills eectively 4.11 0.78 High
4 Developing positive attitudes towards continuing
education and linking it to professional practices
4.05 0.69 High
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5 A strategy for working eectively with others in
order to strengthen human relations
3.90 0.58 High
6 Gaining positive attitudes to participate in scien-
tic events and international programs related to
professional development
3.82 0.63 High
7 Planning skills to develop my training needs
according to changes and developments
continuously
3.75 0.60 High
8 Developing social relations skills with parents and
the local community
3.69 0.52 High
9 Time management skills 3.52 0.51 Medium
10 Skills to participate in the research eld to deter-
mine the personal needs of teachers
3.42 0.59 Medium
11 Mastering research skills eld for professional
development
3.31 0.67 Medium
12 Acquiring the skill of following up on tea-
chers’ scientic writings and eorts in various
publishing media
3.28 0.81 Medium
13 Acquiring skills for organizing group professional
development activities within the school
3.14 0.55 Medium
The total sum of needs training on the side self 3.73 0.65 High
Source: Own elaboration.
It is clear from Table 4 that the degree of overall needs in the self-domain was high, as the
arithmetic mean reached 3.73 and the standard deviation 0.65: 8 items received a high score and
5 items received a medium score. The item that states “Forming professional communities that
contribute to the professional development of teachers,” came in rst place with a mean of 4.38
and a standard deviation of 0.85, while the item that states “Using scientic tools and methods
to determine my training needs” came in second place, with a mean of 4.19 and a standard de-
viation of 0.67. In the penultimate place was the item that states “Acquiring the skill of following
teachers’ scientic writings and eorts in various publishing media” with an arithmetic mean of
3.28 and a standard deviation of 0.81. In last place came the item that stated that “Acquiring the
skills of organizing collective professional development activities within the school” with a mean
of 3.14 and a standard deviation of 0.55.
This result indicates the level of awareness among vocational education teachers of the im-
portance of their training needs. Statements generally combined planning to develop these needs
and were among the modern, advanced and accelerating variables and developments in the eld
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of Education. This is because strategies are developed in light of changes and developments in a
sustainable manner. The opinions of teachers on the importance of the presence of professional
learning communities contribute to the positive impact on the educational process. The student
body constitutes the primary focus of the educational process, with teachers playing a pivotal role
in presenting the academic material.
This dynamic contributes to the professional development of all involved, while also rai-
sing awareness among vocational education teachers of the limited accessibility of international
events, such as conferences and forums, due to the substantial nancial demands of participation.
Consequently, the Jordanian Ministry of Education regularly organises and delivers professional
development and qualication programmes for teachers, with the aim of providing them with
the latest innovations in their eld that have an impact on the educational landscape. These re-
sults are consistent with the ndings of the study conducted by Al-Balawi & Al-Rajeh (2012),
which demonstrated the necessity of prioritising the development of training and rehabilitation
programmes. For teachers, the results of this study dier from those of the studies conducted
by Musa (2007) and Mahapatra (2020), which revealed a moderate degree of need in the eld of
scientic research.
3.2. What are the training needs of vocational education teachers in Jordan in terms
of knowledge?
As with the previous axis, the arithmetic means, standard deviations, rank and degree of
need were extracted for each training needs item and summarized in Table 5.
Table 5. Training needs related to cognitive aspects arranged in descending order according to their
arithmetic averages
Rank Item Arithmetic
mean
Standard
deviation
Type of
degree
1 I specify the educational diculties facing students 4.76 0.63 High
2 Use sound and eective feedback methods 4.70 0.75 High
3 I organize lesson elements in sequential and logical
steps
4.62 0.61 High
4 Possess self-evaluation skills for professional
development
4.53 0.72 High
5 Possess management skills - Dialogue in the classroom
changes the content of the lesson in a way that achieves
the objectives of the lesson
4.31 0.77 High
6 Acquiring the skills of preparing academic content by
participating with my colleagues and teachers
4.05 0.50 High
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7 I design learner-centered teaching activities 3.81 0.62 High
8 Use student assessment results to plan professional
development
3.73 0.69 High
9 Use various teaching strategies that match students’
learning needs
3.49 0.71 Medium
10 Possess correct presentation skills that attract stu-
dents’ interest in the lesson
3.31 0.76 Medium
11 Presenting the scientic material according to the stu-
dents’ thinking levels
3.28 0.58 Medium
12 Possess skills in analyzing and interpreting
evaluation results
3.11 0.82 Medium
13 Use motivation methods for students to adopt the con-
cepts of lifelong learning
2.87 0.55 Medium
14 Specify teaching methods for treating the educational
diculties facing students
2.30 0.63 Low
15 I balanced between learning theories and learners’
characteristics
2.24 0.67 Low
16 Use methods for organizing the learning environment
in light of dierent teaching and learning theories
2.12 0.82 Low
Total for the cognitive training side 3.57 0.67 High
Source: Own elaboration.
It is clear from Table 5 that the degree of the overall needs in the cognitive eld was modera-
te, as the arithmetic mean was 3.57 and the standard deviation was 0.67, where 8 items obtained a
high degree, 5 items obtained a moderate degree and 3 items had a low score. The item that stated
“I identify the educational diculties facing students” came in rst place, with a mean of 4.76
and a standard deviation of 0.63, while the item that stated “Use good feedback methods” came
in second place. It obtained a mean of 4.70 and a standard deviation of 0.75. The penultimate item
with the lowest rank stated that “I balance learning theories and the characteristics of learners”
and had a mean of 2.24 and a standard deviation of 0.67. The last rank was for the item that stated
the following: “Use methods for organizing the learning environment in light of dierent tea-
ching and learning theories”. It got a mean of 2.12 and a standard deviation of 0.82.
This result may indicate the awareness of vocational education teachers in Jordan of the im-
portance of training needs in treating the problems and diculties facing students. Teachers’
knowledge of the process for analyzing student results, taking into account individual dierences
and paying attention to those with low results contribute to helping them reach appropriate so-
lutions that contribute to the growth and development of the educational process. This may also
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Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
be due to the Jordanian Ministry of Education adopting plans and programs that contribute to the
progress and improvement of the educational process. Teachers as much as possible, and, on the
other hand, the Ministry of Education bear the responsibility of continuing to provide specialized
professional development programs that are appropriate to the nature of the needs of teachers,
which may be based on the constitution of specialized teams for this purpose from the human
resources of the Ministry of Education. These results are consistent with the ones obtained in
studies of Musa (2014), Frantz et al. (2022) and Walker et al. (2020), which showed teachers’ awa-
reness of the importance of using methods for identifying training needs in their various types.
Meanwhile, they dier from the results of the studies by Guerrero-Romera & Pérez-Ortiz (2022),
Mahapatra (2020) and Tzalkouet et al. (2023).
3.3. What are the training needs of vocational education teachers in Jordan in the
performance aspect?
Table 6 summarizes the arithmetic means, standard deviations, rank and degree for this
section of the instrument. It is clear from these results that the degree of the overall needs in
the performance eld was high, as the arithmetic mean was 4.00 and the standard deviation was
0.64, where 8 items received a high degree and only two received an average degree. The item
that stated “I have the skill of designing learning objectives in its various elds and levels” came
in rst place, with a mean of 4.65 and a standard deviation of 0.77. On the other hand, the item
that stated “I have good planning skills for teaching” came in second place, with a mean of 4.58
and a standard deviation of 0.58. Meanwhile, the item that stated “I have the skills and methods
for constructing traditional and electronic tests” came in the penultimate place with a mean of
3.61 and a standard deviation of 0.72. Lastly, that item that stated “I have the ability to design and
build traditional and electronic achievement les” came in last place, with a mean of arithmetic
3.58 and standard deviation 0.63.
The following results can be explained by the fact that the construction of traditional and
electronic tests is of great importance in improving the evaluation process and requires more
training for the sake of quality in the methods and elaboration of tests in a way that contribu-
tes to the development of the educational process. It is also clear that vocational education tea-
chers follow learning activities based on cognitive theoretical foundations, with the developed
curriculum containing linking and integration in content presentation. The latter can be explai-
ned by the vocational education curriculum in Jordan, which requires teachers to possess motor
and technical skills so that teachers can present knowledge to the students in the best manner
possible, which goes back to the nature of this curriculum and distinguishes it from other cu-
rricula. The results of this study are consistent with the ones obtained in the studies of Al-Sa-
yed (2011), Guerrero-Romera & Pérez-Ortiz (2022) and Tzalkouet et al. (2023), which re-
vealed that there is an agreement on the importance of training on the proposed skills to deal
with information technology and technological educational techniques. On the other hand, the
16
Mohammad Omar AL-Momani
Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
results of the studies by Al-Thaqa (2013), Frantz et al. (2022) and Mahapatra (2020) showed
t h e n e e d f o r t e a c h e r s t o b e t r a i n e d o n n e e d s i n t h e e d u c a t i o n a l e l d , i n a d d i t i o n t o p a y i n g
attention to lesson planning skills.
Table 6. Training needs related to performance aspects arranged in descending order according to
their arithmetic averages
Rank Item Arithmetic
mean
Standard
deviation
Type of
degree
1 Possess the skill of designing learning objectives
in dierent elds and levels
4.65 0.77 High
2 Possess good planning skills for teaching 4.58 0.58 High
3 Possess methods and tools to motivate students to
learn and benet from dierent educational sources
4.42 0.63 High
4 Possess the skill of designing integrated
educational programs
4.20 0.62 High
5 Possess skills of interpreting teaching and learning
activities in light of their theoretical foundations
4.13 0.59 High
6 Possess skills for using technology in the teaching
process eciently
3.85 0.74 High
7 I have the ability to design interactive learning
activities to enhance students’ communication
skills
3.74 0.59 High
8 Possess content analysis skill 3.68 0.56 High
9 Possess skills and methods for building traditio-
nal and electronic tests
3.61 0.72 Medium
10 I have the ability to design and construct of tradi-
tional and electronic completion les
3.58 0.63 Medium
Total for the performative training side 4.00 0.64 High
Source: Own elaboration.
Finally, it can also be observed in Table 7 (that includes the arithmetic means and stan-
dard deviations for each area of teacher training needs) that the training needs of teachers in
Jordan, considering recent trends in professional development are rated as high. The arithmetic
average is 3.76 with a standard deviation of 0.65. In the breakdown by areas, the “performative
aspect” takes the lead with an arithmetic average of 4.00 and a standard deviation of 0.64, in-
dicating a high degree. The “self aspect” follows in second place with an arithmetic average of
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Training Needs for Teachers in Jordan...t
Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
3.73 and a standard deviation of 0.65, also at a high degree. The third and last place goes to the
“cognitive aspect” with an arithmetic average of 3.57 and a standard deviation of 0.67, signifying
a moderate degree.
This result may be attributed to the interest of the Jordanian Ministry of Education in the
process of developing vocational education teachers in the motor and skill performance aspec.
This may be the basis of the process of teaching the vocational education curriculum, in addition
to the professional aspect of being a teacher, which is represented by the subjective aspect and
may be through training programs and courses held by the Ministry. However, the cognitive as-
pect, whose score was average, even if it was a good and an acceptable result, institutions must
be encouraged to raise its level among teachers by making them participate in courses held by the
Ministry for Teachers. This way they can acquire great skill and experience by meeting with other
peers and exchanging knowledge, which could reect positively on them.
Table 7. Arithmetic means and standard deviations for training needs of teachers, arranged in
descending order, according to their arithmetic averages
Number Field SMA Standard deviation Class
1 Performative 4.00 0.64 High
2 Self 3.73 0.64 High
3 Cognitive 3.57 0.67 Medium
Training needs of teachers as a whole 3.76 0.65 High
Source: Own elaboration.
4. Conclusions and recommendations
After analyzing, discussing and interpreting the study results, it was concluded that the de-
gree of the overall training needs for all elds and aspects was high, as the arithmetic mean was
3.76 and the standard deviation was 0.65. It was also concluded that the degree of the overall
training needs in the personal eld was high, as the arithmetic mean was 3.73, the standard de-
viation was 0.65. Additionally, the degree of the overall needs in the cognitive eld was medium,
as the arithmetic mean was 3.57 and the standard deviation was 0.67, and the degree of the ove-
rall needs in the performance eld was high, as the average was arithmetic 4.00 and the standard
deviation 0.64.
In view of the preceding ndings, it is imperative to prioritize the identication of trai-
ning requirements. For educators, this constitutes the initial phase in the formulation of eec-
tive training curricula. The necessity for technical training in the form of training programs is
paramount. The implementation of ongoing training programs for education teachers is es-
sential. In alignment with contemporary trends in professional development for educators,
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Mohammad Omar AL-Momani
Revista humanidades, 2025 (July-December), Vol. 15, Num. 2, E58913
the dissemination of a culture of self-professional development among education professionals
is crucial. Overall, the objective of this study is to augment the training courses for education pro-
fessionals, ensuring that they align with contemporary trends in teacher professional develop-
ment. Furthermore, the training courses are to be adapted to meet the perceived authentic needs
of education professionals.
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