Professional Responsibility of the University Teacher as Perceived by Students of the Faculty of Education - Al-Azhar University

Hasan, Ahmed Muhammad Shabib

doi:10.21608/jsrep.2023.303369

Professional Responsibility of the University Teacher as Perceived by Students of the Faculty of Education - Al-Azhar University

Document Type : Original Article

Author

Ahmed Muhammad Shabib Hasan

Educational Psychology, Faculty of Education - Al-Azhar University

10.21608/jsrep.2023.303369

Abstract

The professional responsibility of university teachers has important motivational effects. They often engage in behaviors that make them feel an inner sense of commitment and carry out their duties and professional roles. They may make a great effort to prepare high-quality lessons, do their best to help students, continually strive to improve their knowledge to support their students' learning, constantly evaluate teaching methods to improve them, pay attention to their students' knowledge needs, and take an interest in community volunteer work. The research sample consisted of students of the third year selected from the following departments (scientific - literary - and qualitative) at the Faculty of Education for Boys in Cairo - Al-Azhar University. The results indicate that: - The mean scores of professional responsibility of the university teacher was (135.87), with a standard deviation of (24.65), with a relative weight of (87.09%), which indicates a high level of professional responsibility of the university teacher from the students' point of view. -It was observed that the fourth dimension (a member of an academic institution) ranked first with a mean of (15.72), a standard deviation of (2.99) and a relative weight of (98.25%), followed by the third dimension (dealing as a colleague) which ranked second with a mean of (13. 33), a standard deviation of (2.45) and a relative weight of (88.86%), then the first dimension (a member of an academic profession) ranked third with a mean of (21.00), a standard deviation of (3.75) and a relative weight of (87.50%), then the second dimension (dealing as a teacher) ranked fourth with a mean of (36.62), standard deviation (6.79) and a relative weight of (87.19%), then the sixth dimension (student communication) ranked fifth with a mean of (15.58), a standard deviation of (3.25) and a relative weight of (86.55%), then the fifth dimension (contribution to faculty work) ranked sixth with a mean of (20.75), a standard deviation of (4.25%) and a relative weight of (86.45%), then the seventh dimension (academic professional growth) ranked seventh and last, with a mean of (12.84), a standard deviation of (2.81) and a relative weight of (85.60).

Keywords

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