Teaching Methods and Methods and Their Impact on the Performance of Faculty Members Field Study

Abstract

This study aimed to measure the impact of acquiring the necessary skills (applying scientific methods in teaching, and using educational aids) on improving teaching performance, as well as to find out whether there are differences between the study sample in acquiring the necessary skills for faculty members and their impact on improving teaching performance attributed to (type of work contract, years of experience, and degree), and the questionnaire was relied on as the main tool in data collection, as a simple random sample was taken from the faculty members working at the college. Tripoli Administrative and Financial Sciences (Cooperative or Permanent) was 35 individuals in size, constituting 25% of the total population size of the study. The results of the study indicate that there is a strong relationship between the acquisition of the necessary skills (the application of scientific methods, the use of educational aids) for faculty members and the improvement and development of teaching performance in higher education institutions. There were also significant differences in the possession and use of skills (scientific methods, teaching aids) by faculty members in higher education institutions according to the type of contract (collaborators, permanent) at a level of significance (5%). The category of permanent residents in the college under study is the most possessed and used of skills (scientific methods, teaching aids) in the institution under study than the category of collaborators. In light of the results of the study, a number of proposals can be dropped, the most important of which are: working on the professional development of faculty members and educational quality through the establishment of organizational units concerned with permanent qualification and training. Higher education institutions should be keen on the professional development of faculty members, as they constitute the most important input to the educational system.