Abstract:

Achieving quality and guarantee in any institution requires trained and fully aware of requirements and standards of quality personnel. The teacher, the major component of the educational process, must have a good command of the role quality standards and how to change these standards from mere information and theoretical knowledge into real practice; because educational institutions, especially primary school, as the base of establishing the culture of society and keep its cultural heritage are in a bad need to apply overall quality as well as its factors. This has inspired the researcher to investigate the awareness of basic education stage teachers in Sohag Governorate of overall quality standards. Thus, the problem of the current study has been identified as a trial to discern the awareness of basic education stage teachers in Sohag Governorate of overall quality standards and successful planning to achieve this awareness as well. Consequently, a proposed vision to accurately support and activate awareness of overall quality standards among basic education stage teachers. So the problem of the current study has been defined in the following major question:

  To what extent are basic education stage teachers in Sohag Governorate aware of overall quality standards? How does this awareness relate to some teaching professional variables?

The current study has aimed to:-

  1. Investigate the awareness of basic education stage teachers in Sohag Governorate  of overall quality standards.
  2. Identify the requirements of applying overall quality in education and means of developing basic education stage teachers awareness of overall quality standards.
  3. Discern the concept and standards of overall quality in education.
  4. Investigate obstacles that handicap applying overall quality in education; as well as the other obstacles that handicap developing basic education stage teachers awareness of overall quality standards.
  5. Provide a proposed vision to support and activate awareness of overall quality standards among basic education stage teachers.

The researcher has used the descriptive method as the most appropriate one to the nature of the study.

The current study has resulted in:-

  1. There is a relative difference among (male/female) subjects in relation to awareness of overall quality standards.
  2. There is a relative difference among (male/female) basic education teachers in relation to the emotional aspect of the awareness of overall quality standards.
  3. There is a relative difference among (male/female) subjects in the questionnaire's second section concerning the school's role to support development and change towards overall quality and its standards.
  4. There is a clear relative difference among educationally qualified (intermediate, secondary, and higher education ) subjects in relation to the cognitive aspect of overall quality standards.
  5. There are no statistically significant differences among (male/female) subjects in relation to the cognitive and emotional aspects.
  6. There are statistically significant differences among educational qualification (intermediate, secondary, and higher education) in the first aspect of the first section of the of the first aspect , i.e., "cognitive aspect".
  7. There are not statistically significant difference among educational qualification (intermediate, secondary, and higher education) in the second aspect of the first section, i.e., "emotional aspect".
  8. There are statistically significant differences in experience years (till 5, from 5 to 10, and more than 10 years) in the first part of the first section, i.e., "cognitive aspect".
  9. There are statistically significant differences in experience years (till 5, from 5 to 10, and more than 10 years) in the second part of the first section.
  10. There are not statistically significant differences in experience years (till 5, from 5 to 10, and more than 10 years) in the first part of the second section.
  11. There are statistically significant differences among experience years (till 5, from 5 to 10, and more than 10 years) in the second part of the second section.