The contribution of sex, age, academic level, and specialization in predicting the reality of training and educational reforms-A study on a sample of middle school teachers formed in Oran

Abstract

The current research aims to reveal the contribution of the interaction of each of sex, age, academic level, and specialization in predicting the reality of training and educational reforms among a sample of trained intermediate education teachers, whose number (170) of different specialization between literary and scientific. In order to achieve this goal, we adopted the descriptive analytical method which is based on the statistical analysis of research data, in this research; the program of the statistical package for social sciences (Spss.21) and the program (Amos.21) were used, where a questionnaire prepared by the researcher was applied. In order to ensure its validity, the method of exploratory factor analysis was relied upon to investigate the factorial structure in order to identify the reality of training and educational reforms, as it resulted in the extraction of four factors, which are (contradictory reforms with reality, dissatisfaction with training, failure of new reforms, centering reform around the student), as well as Confirmative factor analysis was used to verify the structure. To test our hypotheses, the data were subjected to multiple regression analysis. The results of the study indicated some contribution of specialization in predicting the reality of training with a beta value of (0.21), as well as the contribution of age with a standard beta value of (0.14). The results also indicated that the independent variables: sex, academic level and specialization did not help to predict the reality of educational reforms.