About the Journal :
The Journal of Human Development and Education for Specialized Research is an academic journal issued by the Scientific Institute for Advanced Training and Studies. The aim of this journal is to disseminate serious studies based on theoretical and field research, and to promote multidisciplinary studies in human development, management and education for specialized research and become a leading journal in human development and education in the world. The Journal also aims at publishing theoretical and applied researches in the fields of human development and education for specialized research such as human resources management, business administration, communication sciences, development studies, economic sciences, education sciences, history, industrial relations, media sciences, psychology, Public administration, religious studies and others.
The research aimed to investigate the knowledge of high schools’ teachers in Makkah about action researches, in general, and that of science teachers in particular. It also aimed to learn about its effect in their vocational elaboration, in addition to revealing any statistically significant differences between Mean scores of teachers’ responses about their knowledge of the role of action researches in improving the vocational and innovational practices. Those differences are attributed to the variety of the teachers’ level of education, area of expertise and teaching experience. The questionnaire was applied on a random sample of 135 teachers, and the researcher has adopted a descriptive analytic modal and Quantitative and Qualitative methods.
The results were as follows:
The degree of adopting action researches by high school teachers was found to be moderate and took the following order: vocational collaboration, vocational colleagueship, reflective practicing, continual vocational development, the school atmosphere educational supervision, mastering scientific research skills, communal participation. Whereas the role of action researches played in the elaboration of vocational practices was found to be weak. The results didn’t show statically significant differences among MEAN scores of high school teacher’s responses about their knowledge of the role of action researches.
Recommendations were as follows: