The degree to which science teachers who won the Queen Rania of Jordan Award for Distinguished Teacher achieve the standards of educational excellence and creativity
DOI: https://doi.org/10.3846/cs.2025.20962Abstract
The study aimed to reveal the degree to which the teachers who won the Queen Rania of Jordan Award for Distinguished Teacher achieved the standards of excellence in light of the standards approved by the award. The study adopted an analytical descriptive approach, and the sample consisted of all the teachers who won the Queen Rania of Jordan Award for Distinguished Teacher from 2013 to 2021, numbered 180 male and female teachers. To achieve the objectives, the performance evaluation tool adopted in the award was used, including specific criteria, and each criterion had several indicators, as its validity and reliability were verified before being officially approved by the Association of Queen Rania Award for Excellence in Education. The results of the analysis of the excellence standards among the sample members showed that the degree of their achievement to the standards in general was moderate, and the results also showed that there were statistically significant differences at the level α = 0.05 between the arithmetic means of the achievement degrees of standards of excellence among science teachers who won the Queen Rania of Jordan Award for Distinguished Teacher due to specialization and in favour of science teachers who won the award, while the results showed that there were no statistically significant differences due to gender.
Keywords:
creativity, degree of achievement, excellence standards, Jordan, Queen Rania of Jordan Award for Distinguished Teacher, winning science teachersHow to Cite
Share
License
Copyright (c) 2025 The Author(s). Published by Vilnius Gediminas Technical University.
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abu-Tineh, A., & Al Rosan, E. (2008). The preferred leadership styles of principals as perceived by teachers who received Queen Rania Al Abdullah Award for Excellent TEACHER and their relation to educational excellence of those teachers. Jordan Journal of Educational Sciences, 4(4), 265–278.
Al-Qahtani, Z. (2019). The extent to which social studies teachers achieve the criteria of the distinguished education award. Education Journal of Al-Azhar University, 35(11), 203–234.
Al-Salamat, M. K. M. (2016). The level of performance of science teachers at the primary stage in the light of the professional standards of the Saudi Arabia teacher. Journal of the Union of Arab Universities for Education and Psychology, 14(2), 110–138.
Al-Saraira, H. K. (2012). The effect of the Queen Rania Award on disseminating excellence standards among first-category teachers in Zarqa [Master’s Thesis, Al-Hussein Bin Talal University, Jordan] [unpublished source].
Al-Shehri, M. A. (2020). Evaluating the performance of mathematics teachers in the primary stage in light of the professional standards for the teachers in the Kingdom of Saudi Arabia. Journal of the Gulf and Arabian Peninsula Studies, 46(179), 259–298.
Alatram, K. Y. (2016). The understanding level of the nature of science among science teachers awarded Queen Rania prize for Excellent Teacher and its relation with their teaching practices [Master’s Thesis, University of Jordan, Jordan] [unpublished source].
Almomani, J. A., Alnasraween, M. S., & Ali Almosa, N. (2020). Evaluating the distance university education experience after using the Zoom application in Jordan from the students point of view. Universal Journal of Educational Research, 8(11B), 6239–6247. https://doi.org/10.13189/ujer.2020.082262
Alnasraween, M. S., Ali Almousa, N., Almomani, J. A., & Mofid Ammari, R. (2020). Psychometric properties of the attitudes scale towards electronic tests among graduate students. Universal Journal of Educational Research, 8(12B), 8262–8273. https://doi.org/10.13189/ujer.2020.082631
Association of Queen Rania Award for Excellence in Education. (2025). Association of Queen Rania Award for Excellence in Education. https://qra.jo/
Balfaqih, N. (2009). The role of the Hamdan Bin Rashid Al Maktoum Award for distinguished educational performance in school reform in the UAE: Reality and expectations from the point of view of teachers. Journal of the Egyptian Association for Curricula and Teaching Methods, 149, 158–179.
Bazbaz, M., & Bin Tariff, A. (2018). Classroom management styles among teachers who won the Queen Rania Al Abdullah award for Distinguished Teacher from their point of view. Dirasat, 45(4), 115–136.
Burma, T., & Karim, M. (2021). Obstacles facing the female teachers applying for educational awards in the City of Jeddah. International Journal of Educational and Psychological Sciences, 45(63), 124–175.
Darwish, B., & Al-Shara, I. (2018). The Status Quo of the teaching practices of mathematics teachers winners of Queen Rania Al Abdulla Award for Distinguished Teacher in light of the award criteria. Jordanian Educational Journal, 3(4), 172–198.
Fatimawati Adi Badiozaman, I., & Segar, A. R. (2022). Exploring online teaching competence in the context of the COVID 19 pandemic: Insights from Sarawak, Malaysia. Journal of Further and Higher Education, 46(6), 766–779. https://doi.org/10.1080/0309877X.2021.2002284
Forsberg, E., Levander, S., & Elmgren, M. (2022). Peer review in academic promotion of excellent teachers. In E. Forsberg, L. Geschwind, S. Levander, & Wermke, W. (Eds.), Peer review in an era of evaluation: Understanding the practice of gatekeeping in academia (pp. 245–274). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-75263-7_11
Hamilton, J. E. (2019). Cash or Kudos: Addressing the effort–reward imbalance for academic employees. International Journal of Stress Management, 26(2), 193–203. https://doi.org/10.1037/str0000107
Jarrar, A., & Shawareb, A. (2013). Factors affecting teachers’ excellence from the perspective of Queen Rania Award-winning teachers: A Jordanian case. Journal of Education and Practice, 4(8), 71–81.
Kharbatta, F. A. (2016). Sustaining excellence among winners of Queen Rania Al-Abdullah Award for Excellence in Education [PhD/Doctoral Thesis, The Hashemite University, Jordan] [unpublished source].
Kumar, S., Martin, F., Budhrani, K., & Ritzhaupt, A. (2019). Award-winning faculty online teaching practices: Elements of award-winning courses. Online Learning Journal, 23(4), 160–180. https://doi.org/10.24059/olj.v23i4.2077
Levander, S., Forsberg, E., & Elmgren, M. (2020). The meaning-making of educational proficiency in academic hiring: A blind spot in the black box. Teaching in Higher Education: Critical Perspectives, 25(5), 541–559. https://doi.org/10.1080/13562517.2019.1576605
Macfarlane, B. (2011). Prizes, pedagogic research and teaching professors: Lowering the status of teaching and learning through bifurcation. Teaching in Higher Education: Critical Perspectives, 16(1), 127–130. https://doi.org/10.1080/13562517.2011.530756
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
Maryani, I., Estriningrum, U., & Nuryana, Z. (2023). Self-regulated learning and creative thinking skills of elementary school students in the distance education during the COVID-19 pandemic. Creativity Studies, 16(2), 496–508. https://doi.org/10.3846/cs.2023.15278
Mu’awwad, G. (2019). Effectiveness of a distributed training environment based on preferred training style for developing digital competencies and technological acceptance among faculty members. Education Journal of Al-Azhar University, 3(184), 1047–1186.
Saudi Vision 2030. (2025). Saudi vision 2030: A story of transformation. https://www.vision2030.gov.sa/en
The Queen Rania Award for Excellence in Education. (2025). About the Queen Rania Award for Excellence in Education. https://www.queenrania.jo/en/initiatives/queen-rania-award-excellence-education
Ucak, E. (2019). “Science teaching and science teachers” from students’ point of view. International Journal of Educational Methodology, 5(2), 221–233. https://doi.org/10.12973/ijem.5.2.221
View article in other formats
CrossMark check
Published
Issue
Section
Copyright
Copyright (c) 2025 The Author(s). Published by Vilnius Gediminas Technical University.
License
This work is licensed under a Creative Commons Attribution 4.0 International License.