The Effectiveness of a Training Program Based on the Wallace Model in Developing Teaching Performance Skills among First-grade Teachers

Abstract

The study aimed to investigate the effectiveness of a training program based on the Wallace model in developing teaching performance skills among first-grade teachers. To achieve this, the researchers adopted an experimental method with a one-group pretest-posttest design. The study sample consisted of 20 first-grade teachers, who were trained according to the Wallace-based program for four weeks. The study tool was then applied, which included an observation checklist to measure teaching performance skills, consisting of three skills: implementation, learning management, and evaluation. The results of the study showed statistically significant differences between the pretest and posttest scores of the first-grade teachers on the observation checklist in all dimensions and the overall score, with the differences favoring the posttest after they underwent the training program based on the Wallace model. In light of these results, the study recommended several recommendations, most notably the design of continuous training programs for teachers based on creative models such as the Wallace model, and assessing their effectiveness in creative thinking, problem-solving, and developing innovative teaching methods. Additionally, integrating critical and creative thinking strategies and tools into the curricula was recommended to motivate teachers to apply these skills in addressing classroom challenges.