Journal of Educational Sciences > Volume 7, No. 2, 1995

Educational Competencies as Viewed by Student Teachers and Faculty Members at the College of Education King Saud University, Riyadh / Abdul Aziz A. AI-Babtain

The purpose of this study was to determine competence imperatives for intermediate and high school teachers as perceived by student teachers and faculty members at the College of Education, King Saud University. 
The tool of this study was a questionnaire made up by the researcher. The questionaire was distributed to 181 student teachers, and 33 faculty members. The questionaire dealt with the following competencies: lesson preparation, lesson execution, reaching knowledge and professional growth, human relations and discipline, and evaluation.
The major findings of this study were:
1- There was an agreement between student teachers and faculty members that the educational competencies were most importance for secondary school teachers.
2- There were significant differences between student teachers and faculty members with regard to the relative importance of the following competencies: lesson preparation, lesson execution, teaching knowledge and professional growth, and evaluation, in favor of faculty members.
3- There were no significant differences between professors and lecturers with regard to the relative importance of the five major competencies.
4- There were no significant differences between professors and lecturers with regard to the practice degree of the five major competencies.
5- There were significant differences between student teachers and faculty members with regard to the practice degree of the five major competencies in favor of student teachers. 
6- There was agreement among faculty members , professors and lecturers,  that the students' practice degree of the five major competencies was at a low level.