Training and retraining of teachers have become a central issue in Iraq recently especially in-service training of English teachers on the new curricula (Iraq opportunities). English teachers should be objectively evaluated and assessed.
A sample of (40) trained teachers of English is included in the study and a questionnaire is used as the main instrument of the study.
The main findings of the study were the following:
1. The trainees were serious in training on the new course (item 6) the programme helped increase their information (item 4) and motivate them towards better teaching (item 3). The aims of the programme were clear (item1). The programme helped develop their teaching skills (item 2) and was comprehensive (item 5).
2. Most of the trainees benefit from the subject of testing (item12). The programme helped most of them train on teaching methods (item7).
3. Teachers' trainers were vocational and led training sessions perfectly (items 14 and 13). They fairly used lecture formats and discussion in delivering lectures (item 15 and 16).there administration and using other combined methods were not successful (items 18 and 17).
4. Items in the table of training methods showed great shortage. (table3)
5. In the field of using training aids, whiteboard was over used (item29).
6. In table (5) duration of the course was suitable to most of the trainees (item33) but its period interfered with school timetable of the trainees (item 35). Other items showed different degrees of defect in this field.
7. In the field of evaluation. Class oral discussion was used (item 24) and a post-test at the end of the course (item 39). Other procedures of evaluation were neglected.
8. In the field of trainees needs. trainees got advantage in teaching English in the classroom (item 48) and lesson planning of different period (item 47). They were trained how to be adequate with the objective of teaching English in Iraq (item 47). They were also trained on teaching different skills (item46) and established relationship between the objectives and content of the textbooks (item 43). (Items 50, 49, 51 and 44) did not meet trainees needs' in group (A).
9. In group (B) trainees preferred printing the lectures (item 54) and discussing them in the classroom (item 53). In group (C) trainees showed that using the whiteboard was efficient (item 55). Teaching aids were not appropriate (item 56).
A conclusion and some recommendations were mentioned at the end of the research based on the findings of the study in order to improve the quality of in-service training programmes in Iraq.
This study dealt with the basics of financial inclusion in terms of concept, importance and objectives, The empowerment of women financially and bank ,and then the relationship between financial inclusion and women, and determine the requirements of inclusion Financial resources for women. The analytical descriptive method was used for data, which included reviewing and analyzing information and data in economic and financial literature. The study: reached a number of conclusions, the most important of which are Financial inclusion contributes to women's financial and banking support, as there is a positive relationship between financial institutions Banking and women's access to financial and banking services, thus playing a rol
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The current research aims to identify the degree to which a sample of managers in public organizations appreciated the level of application of the service leadership style from their point of view, and its relationship to the customer satisfaction index in light of the (Covid-19) pandemic, to achieve this, the researcher followed the experimental approach by applying a questionnaire that included two axes, The first: to measure the level of service leadership according to the scale (D. Van Dierendonck and I. Nuijten, 2011), which includes (8) dimensions (empowerment, stand back, accountability, courage, forgiveness, Authenticity, humility, stewardship). The second axis: to measure the level of customer satisfaction according to (Askim, 2004
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Abstract
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