國際學校導入國際SAT教育學制的動機研究 - 以約旦伊斯蘭教育學院爲例

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(1)國立臺灣師範大學華語文教學系碩士論文. 國際學校導入國際 SAT 教育學制的動機研究 - 以約旦伊斯蘭教育學院為例. The Motivation for International School Joining International SAT Educational System: A Case Study of Islamic Educational College in Jordan. 指導教授：蔡雅薰博士研究生：黃麗玲中華民國一零九年一月.

(2) 國際學校導入國際 SAT 教育學制的動機研究 - 以約旦伊斯蘭教育學院為例中文摘要為了探討約旦伊斯蘭教育學院在國際教育潮流下成立國際學校的動機，國際學校內部工作人員的在職成長培訓意願及學生家長為其孩子選擇國際學校的優質考量意向，本研究依 a.人口統計因素 b.成立動機 c.成長培訓意願及 d.優質選擇意向，共設計六組問卷，並分別由以下三個群組來回答。同時本研究採用馬斯洛（A. Maslow）的需求層次動機理論及羅傑斯（Rogers）的創新擴散模型為研究立論基礎。參與回答問卷的三個群組為1. 約旦伊斯蘭教育學院學校董事會及管理階層人員等利益相關者選擇國際學術水準測驗考試（SAT）教育學制的動機；2. 學校工作人員（含主任，教師，基層辦公人員）需通過專業成長培訓成爲國際 SAT 教育系統下施教及工作的意願；3. 探討學生與家長爲何選擇國際 SAT 教育制度的優質選擇意向。本研究選擇伊斯蘭教育學院為主要討論的學府是因為伊斯蘭教育學院是約旦人民最敬重的兩任國王的母校及更擁有約旦境內完整的學制：美國的學術水準測驗考試（SAT），英國的普通教育文憑/國際普通教育文憑（GCE/IGCE），國際文憑（IB）及約旦普通高中的學制（Tawjihi）。. i.

(3) 為實現研究目標，本研究依據不同群組，以不記名的方式分發給問卷來收集資料。回答問卷的人共有230人。本研究使用 SPSS 的統計方式來分析各項所搜集到的資料。結論有三：（一）學校董事會及管理階級對各項因學校改變成國際 SAT 教育學制的動機及利益相關的認同而同意將學校實施國際 SAT 教育學制；（二）學校教職員工願意在學校實施國際 SAT 教育系統下，接受並習得更多的自我成長培訓，除了對國際學校有貢獻外，還能從中學到各項教學技能，達到自我成長的目的；（三）學生家長都認為，如果能讓他們的孩子進入國際 SAT 教育學制，他們的孩子能在國際都會是有益無害的。最後本研究根據所得的分析結果，提出一些意見及建議策略以供約旦教育部，其他公立及私立的學校等相關單位及學生家長作為參考之用。. 關鍵詞：國際教育、國際學校、國際學術水準測驗考試（SAT）、擴散理. 論、動機理論. ii.

(4) The Motivation for International School Joining International SAT Educational System: A Case Study of Islamic Educational College in Jordan Abstract This study explores the Jordan Islamic Education College to continue the international school under the international education trend after one decade, to explore the motivation of the school staff in their professional growth development (PGD) training, and to consider the benefits to the students' parents choosing an international school for their children. To conduct this study, the researcher considered the following: a) the demographic features, b) the of stakeholders, c) the motivation of school staff to participate in professional growth development training and d) the benefits' consideration in choosing an international school by students' parents. Six sets of questionnaires were prepared by the researcher to achieve the goals of this study, which were answered by three groups, respectively. And both Maslow’s Hierarchy of Needs and Rogers’ Diffusion of Innovations Theory were applied in this study.. iii.

(5) The three groups who participated in the questionnaire were 1. Stakeholders, including School Board Members, General Manager, and managerial staff to choose the international SAT education system, 2. School staff, including the principal, supervisors, teachers and administrative staff, to evaluate their motivation to be trained in professional growth development to become successful staff of an international SAT educational system and show readiness to teach and work accordingly, 3. Students' Parents, to analyze what benefit they perceive the international SAT educational system will deliver. This study chose the Islamic Educational College as the primary institution for research as it is the alma mater of the two most respected Kings of Jordan: H.E. Late King Hussain and H.E. King Abdullah. And, the school represents an institution which has covered different international and national educational systems. These were namely the American Scholastic Assessment Test (SAT), the British Diploma in General Certificate of Education/International General Certificate of Education (GCE/IGCE), the International Baccalaureate (I.B.) and the Jordanian General High School (Tawjihi). To achieve the research objectives, the researcher collected data based on different groups and distributed questionnaires anonymously. The total number of 230 respondents answered the survey. This study uses SPSS statistical methods to analyze the data collected and has reached these conclusions. Firstly, stakeholders have agreed to implement the. iv.

(6) international SAT educational system in schools. The implementation of the SAT education is the result of the motivation, and interest-related recognition to the school's modification into a global SAT pedagogy. Secondly, under the international SAT educational system, school staff are willing to receive and acquire more professional growth development training. Thirdly, students' parents believe if their children will benefit if they enter the international SAT education system. They would have the skills and behavior required to be productive and the countable members of the international community. Finally, based on the analysis of this study, there are some recommendation and suggestion made to the Jordanian Ministry of Education, public schools, private schools, and other relevant institutions and students' parents.. Keywords: International Education, International School, Scholastic Assessment Test (SAT), Diffusion Theory, Motivation Theory. v.

(7) Table of Contents 中文摘要 ........................................................................................................................... i. Abstract .......................................................................................................................... iii Table of Contents ........................................................................................................... vi List of Tables ................................................................................................................ viii List of Figures ................................................................................................................. x Chapter 1 Introduction .................................................................................................. 1 1.1 Research Background............................................................................................. 1 1.2 Research Purposes ................................................................................................. 4 1.3 Research Framework ............................................................................................. 6 1.4 Research Structure ................................................................................................. 8 1.5 Research Hypotheses.............................................................................................. 8 1.6 Definition of Terms ................................................................................................. 9 Chapter 2 Literature Review ...................................................................................... 12 2.1 Diffusion Theory................................................................................................... 12 2.2 Theories ................................................................................................................ 17 2.3 International Education ....................................................................................... 23 2.4 Brief on Islamic Educational College .................................................................. 26 2.5 International School: International SAT Educational System ............................. 30 Chapter 3 Methodology ............................................................................................... 37 3.1 Research Framework ........................................................................................... 37 3.2 Research Method .................................................................................................. 38 3.3 Participants and Sampling ................................................................................... 39. vi.

(8) 3.4 Data Collection .................................................................................................... 41 3.5 Research Instrument ............................................................................................. 42 Chapter 4 Results ......................................................................................................... 43 4.1 Sample Group: Stakeholders ................................................................................ 43 4.2 Sample Group: School Staff ................................................................................. 51 4.3 Sample Group: Students Parents ......................................................................... 59 4.4 Summary ............................................................................................................... 69 Chapter 5 Discussions .................................................................................................. 71 5.1 The Results of Demographic Questionnaires ....................................................... 71 5.2 Results of Questionnaires ..................................................................................... 74 5.3 Research Limitations ............................................................................................ 77 Chapter 6 Conclusion & Recommendations.............................................................. 79 6.1 Conclusions .......................................................................................................... 79 6.2 Recommendation .................................................................................................. 84 6.3 Future Study ......................................................................................................... 85 Reference ....................................................................................................................... 86 Appendix ....................................................................................................................... 94. vii.

(9) List of Tables Table 1: Demographics of the group stakeholders ......................................................... 44 Table 2: Descriptive statistics for the stakeholders’ motives ......................................... 45 Table 3: The result of the one-sample t-test for motives ................................................ 46 Table 4: The result of the independent sample t-test by gender for motives ................. 47 Table 5: The result of the one-way ANOVA by age for motives ................................... 48 Table 6: The result of the independent sample t-test by education level for motives .... 48 Table 7: The result of the one-way ANOVA by years of experience for motives .......... 49 Table 8: The result of the one-way ANOVA by job title for motives ............................. 50 Table 9: Demographics of the group school staff .......................................................... 51 Table 10: Descriptive statistics for the school staffs’ motivation ................................... 53 Table 11: The result of the one-sample t-test for motivation ......................................... 54 Table 12: The result of the independent sample t-test by gender for motivation ........... 55 Table 13: The result of the one-way ANOVA by age for motivation ............................. 56 Table 14: The result of the one-way ANOVA by education level for motivation .......... 56 Table 15: The result of the one-way ANOVA by years of experience for motivation ... 57 Table 16: The result of the one-way ANOVA by job title for motivation ...................... 58 Table 17: Demographics of the group student parents ................................................... 60. viii.

(10) Table 18: Descriptive statistics for the parents’ benefits ................................................ 61 Table 19: The result of the one-sample t-test for benefits .............................................. 64 Table 20: The result of the independent sample t-test by gender for benefits ............... 64 Table 21: The result of the one-way ANOVA by age for benefits ................................. 65 Table 22: The result of the one-way ANOVA by education level for benefits ............... 66 Table 23: The result of the one-way ANOVA by years of experience for benefits ........ 67 Table 24: The result of the one-way ANOVA by job title for benefits ........................... 67 Table 25: The result of the one-way ANOVA by monthly income for benefits ............. 68 Table 26: The summary of hypotheses testing results.................................................... 70. ix.

(11) List of Figures Figure 1: Research Framework ........................................................................................ 7 Figure 2: An interpretation of Maslow's hierarchy of need, portrayed as a pyramid with the more basic needs at the bottom. ............................................................................... 18. x.

(12) Chapter 1 Introduction Islamic Cultural Society (ICS), the owner of the Islamic Educational College, announced the success of the Islamic Educational College (IEC) international Scholastic Assessment Test (SAT) in 2009. Since then, IEC international SAT educational system has created an outstanding model which increased the student number from 167 students in the year of 2009 to 1250 students in 2019 over ten years. IEC international SAT educational system is an outstanding model of an international school in Jordan. Thus, this study is called by the researcher to elucidate and discuss the motivation for continuing IEC international SAT educational system after one decade since its implementation by analyzing data. Data was collected in 4 categories which are the demographic features, the motivation of stakeholders, the motivation of school staff, and the consideration of the benefits to students’ parents.. 1.1 Research Background 1.1.1 Jordanian Educational System According to the Jordanian Ministry of Education (2019), Jordan is one of the safest of Arab countries with a population of 9.5 million people and a total land area of 89,341SM. The Jordanian Minister of Education mentioned that the formal school education system in Jordan consists of 2 years of pre-school education, ten years of. 1.

(13) compulsory primary education, and two years of secondary academic or vocational training. After 14 years, all high school students need to take the Tawjihi exam, based on a national high- school curriculum, the college entrance exam. Both international and bilingual curriculum schools are considered International schools. Some of these follow the American (Scholastic Assessment Test (SAT)), Canadian or British (General Certificate of Education / International General Certificate of Education) (GCE / IGCE), European Countries (International Baccalaureate) (IB) curriculums in Jordan. All these schools provide English-Spoken programs and are well -known in the Arab world. Hayden and Thompson (2008) mentioned that many students even study and pursue higher education abroad after high school.. 1.1.2 Challenges for International School in Jordanian International secondary education programs such as GCE/IGCSE/GCSE, SATs, and IB require students to have Tawjihi-equivalency, so that the student could later work in Jordan or proceed to higher education in Jordan. Therefore, international schools in Jordan are currently facing several challenges. These challenges are due to the increasing interests of the student population. These interests include: (1) Leaping into the world stage, (2) Shortage of foreign language environments, (3) Student demands for increased access to information related to studying abroad with excellent foreign teachers, (4) International schools’ decision to make small classes to teach students systematically and. 2.

(14) develop continuously, (5) Rising cost of international education for new courses at international curriculum study. Gillies (2001) stated that there are two primary goals in joining International SAT Education Systems: (1) to provide the best possible education for students and (2) to promote international understanding of American International SAT schools.. 1.1.3 Challenges of School Staff Gillies (2001) assumed that many teachers have higher job satisfaction than their counterparts in the U.S., though some staff may find it difficult to adjust to life abroad. With their diverse enrollments and multicultural emphasis, American schools can serve as a model for the twenty-first century. White (1988) said that the schools staff required adopting to improve educational opportunities for students. Sutton and Langenkamp (2013) indicated that the timing of a high school transfer might shape students’ transitions to college through its (mis) alignment with the structure of the school year.. 1.1.4 Challenge of Transformation By changing the school leaders’ transformational leadership, Roberts and Mancuso (2014) summarized that there are twenty-two different characteristics as indicators of four transformational leadership categories for international school leaders. Therefore, this study analyzed 30 School Stakeholders, 100 School Staff and 100 Students Parents at Islamic Educational College American (SAT) Program about stakeholders’, school. 3.

(15) staffs’ motivation and the benefits toward students if their parents select International SAT Educational System. The researcher employs the quantitative and qualitative research methods to analyze and to have a better understanding of the motivation in transformation among stakeholders, school staff and student parents.. 1.2 Research Purposes Many private schools in Jordan are implementing international SAT educational systems in their teaching and learning activities. The researcher explored three questions in this research. These questions aimed (1) To investigate the stakeholders’ motivations for implementing the International SAT Educational System at Islamic Educational College; (2) To identify Islamic Educational College’s school staffs’ Motivation to implement the International SAT Educational System; and (3) To find the benefits toward students if the parents select the International SAT Educational System. The results of following transformations will be discussed accordingly: (1) Why are school stakeholders willing to implement an international SAT educational system in the private school in Jordan? (2) Why are school staff willing to adopt international SAT education system in teaching & learning methods in the private school in Jordan?. 4.

(16) (3) Why are students’ parents willing to select international SAT education system for their children in the private school in Jordan?. 1.2.1 Why International SAT Educational System The international SAT educational system has become more and more popular in recent years. And IEC (2019) mentioned that the international SAT educational system is being accepted more readily by students, parents, teachers and school staff due to the following reasons: 1. SAT can help students develop the skills necessary to be leaders in their society. 2. SAT can produce graduates that are well-prepared for the ever-changing demands of the 21st century. 3. SAT can provide an education that is rooted in basic subjects: mathematics, science, language arts, and social studies.. 1.2.2 Why Islamic Educational College This study chose the Islamic Educational College as the main institution for research because it is the alma mater of the two most respected Kings of Jordan: H.E. Late King Hussein and H.E. King Abdullah. And, the school represents an institution which has covered all educational systems- three international and one national system in Jordan. The international systems include the American Scholastic Assessment Test (SAT), the British Diploma in General Certificate of Education/International General Certificate of. 5.

(17) Education (GCE/IGCE), the International Baccalaureate (IB) and the national system is the Jordanian General High School (Tawjihi). For the above reasons, in this study, the IEC was selected to represent international schools among other private schools in Jordan.. 1.3 Research Framework According to Medlin (2001), Parisot (1995), Rogers (2003), Xue (2017), the diffusion of innovations theory is the most appropriate for investigating the adoption of technology in higher education and educational environments and that there are five stages in each innovation-decision model: 1. Knowledge, 2. Persuasion, 3. Decision, 4. Implementation, and 5. Confirmation. The current research is a feasibility study of implementing the international SAT education system in schools after ten years of the program. Stakeholders' motivation refers to the motivation of board members, general director and managerial staff to implement the international SAT education system. School staffs' Motivation refers to the desire or readiness of principal, supervisors and teachers in school. The students’ parents benefit applied to the perceived benefits regarding the international SAT educational system. Both ICS and IEC are expecting to receive the fifth stage of confirmation after the successful implementation in the next decade.. 6.

(18) Figure 1: Research Framework. 7.

(19) 1.4 Research Structure This research contains six chapters. The first chapter is the “Introduction”, which explains the outline of the study; the second chapter constitutes “Literature Review” to elaborate on several theories and background for this study. Chapter three addresses the “Methodology”; and chapter four contains the results of the primary data collected through questionnaires and analysis. The final two chapters constitute “Discussions” and the “Conclusion and Recommendation”.. 1.5 Research Hypotheses Based on the literature and previous studies, the following hypotheses were proposed: H1: Stakeholders have motives to implement the international SAT education system. H2a: Stakeholders’ motives will differ across genders. H2b: Stakeholders’ motives will differ across ages. H2c: Stakeholders’ motives will differ across education levels. H2d: Stakeholders’ motives will differ across years of experience. H2e: Stakeholders’ motives will differ across job titles. H3: School staff are willing to implement the international SAT education system. H4a: School staffs’ motivation will differ across genders. H4b: School staffs’ motivation will differ across ages.. 8.

(20) H4c: School staffs’ motivation will differ across education levels. H4d: School staffs’ motivation will differ across years of experience. H4e: School staffs’ motivation will differ across job titles. H5: Parents consider that the international SAT education system will be a benefit to students. H6a: Student parents’ perceived benefits will differ across genders. H6b: Student parents’ perceived benefits will differ across ages. H6c: Student parents’ perceived benefits will differ across education levels. H6d: Student parents’ perceived benefits will differ across years of experience. H6e: Student parents’ perceived benefits will differ across job titles. H6f: Student parents’ perceived benefits will differ across monthly incomes.. 1.6 Definition of Terms 1. GCE/IGCE: Canadian or British General Certificate of Education/International General Certificate of Education. IEC International GCE/IGCE Educational System was launched in the year of 1988. 2. IB: European Countries International Baccalaureate. IEC International IB Educational System was launched in the year of 2017. 3. ICS: Islamic Cultural Society, the owner of Islamic Educational College. The Islamic Cultural Society was launched in 1944 by a group of great people of this nation. They. 9.

(21) took upon themselves the responsibility of establishing a school based on the tolerant message of Islam which draws on the Holy Quran, and the Sunnah of prophet Muhammad (pbuh) as a leading source of inspiration, besides the rational legitimacy and scientific methodology in life in the upbringing of generations of this nation. 4. IEC: Islamic Educational College. There are two campuses. The Islamic Educational College was founded in Jabal Amman in 1946 and in Jubeiha in 1988. 5. International Education: The Educational System provided with International, Global influence include bilingual curriculum and International Educational System. 6. International School: The international school offers International Educational System include the American Scholastic Assessment Test (SAT), the British Diploma in General Certificate of Education/International General Certificate of Education (GCE/IGCE), the International Baccalaureate (IB). 7. Professional Growth Development (PGD): School Staffs' training to be more qualified in joining International SAT Educational System. 8. SAT: American Scholastic Assessment Test. IEC International SAT Educational System launched in the year of 2009. 9. School Staff: IEC School staff include principal, supervisors, teachers and administrative staff. To evaluate their Motivation to be trained in professional growth. 10.

(22) development with the view to becoming competent staff of international SAT educational system, and show readiness to teach and work accordingly. 10. Stakeholders: include ICS School Board Members, General Manager, and Managerial Staff to choose the international SAT education system. 11. Students' Parents: The parents or guardians of students who study at IEC SAT Educational System to analysis what benefits they perceive the international SAT educational system will delivery. 12. Tawjihi: JMOE (2019): Tawjihi or Al-Tawjihi (‫ )اﻣﺘﺤﺎن ﺷﮭﺎدة اﻟﺪراﺳﺔ اﻟﺜﺎﻧﻮﯾﺔ اﻟﻌﺎﻣﺔ‬is the General Secondary Education Certificate Examination in Jordan. It is the last stage of school education. To take the Tawjihi exam, students are required to finish two years of pre-school education, ten years of primary education, and two years of secondary academic or vocational training. Subjects in the exam include Arabic, English, Mathematics, Physics, Biology, Chemistry, Computer Science, Geology, Civil Studies and Islamic studies (unless Christian). Only those who pass the exam with a good mark may apply to proceed to college or university.. 11.

(23) Chapter 2 Literature Review The number of schools around the world classified as International Schools continues to multiply (Hayden, 2011; Brummitt & Keeling, 2013). As Fertig et al. (2016) said, the growth of different types of International Schools around the world has increased sharply. They are usually for students from higher society and located in nonEnglish speaking countries. Fertig et al. (2016) identified that English is the school’s medium of communication; Islamic Educational College (IEC) has an English-only SAT Program. When Islamic Educational College steps on the program presented it is “in line with international standards” related activities.. 2.1 Diffusion Theory Rogers’ (2003) diffusion of innovations theory is the most appropriate for investigating the adoption of technology in higher education and educational environments (Medlin, 2001; Parisot, 1995). Xue (2017) mentioned that there are five stages in each innovation-decision model: 1. Knowledge 2. Persuasion 3. Decision 4. Implementation. 12.

(24) 5. Confirmation The first stage indicates that knowledge is the way for individuals to become aware of how innovation works. The second stage is where individuals shape their attitudes, either favorably or unfavorably toward a change through persuasion. After attitudes shaping, change in the decision will be made accordingly to adopt the innovation or reject it, followed by the implementation stage; finally, individuals decide to test the innovation for further confirmation, which defined the whole process as reducing uncertainty by Everett (2003). Yusuf (2005) identified that ICT had resulted in a network society organized around e-learning and believed that one of the most common applications of ICTs in teaching and learning is via web-based systems between teachers and students, regardless on or off-campus. Ntemana and Olatokun (2012) examined the role of five characteristics-relative advantage, complexity, compatibility, trial ability and observability on how lecturers’ use information and communication technologies in order to understand the diffusion of innovation theory. It revealed that at 0.05 level of significance, the attributes of relative advantage, complexity and observability had a positive influence on attitude of lectures towards using ICTs, with observability having the most significant influence. Organization of necessary training and deploying user-friendly ICTs was recommended to NUL’s administration to enhance the widespread us of ICTs.. 13.

(25) Ntemana and Olatokun (2012) identified that ICT (information and communication technologies) had brought speedy challenges in technological, social, political, and economic transformation and clarified that the use of ICTs for teachers’ adoption in the teaching-learning process, which was also identified by Isaacs (2007), becomes imperative and enhances effective teaching. Thus, answering the desire or readiness of principal, supervisors and teachers in school. The student parents' benefits apply to perceived benefits regarding the international SAT education system. Both ICS and IEC are expecting to receive the fifth stage of confirmation after the successful implementation in the next decade. In Jordan, both staff of hospital and schools are considered as Service Providers, who have similar job characteristics: patience, devoting, love giving, etc. According to Zhang, Yu, Yan and Spil (2015) research showed that the overall adoption rate of the eappointment service increased slowly from 1.5% at three months after implementation, to 4% at 29 months. Four factors identified that contributed to the low ICT adoption rate as follows: (1) insufficient communication; (2) lack of value of the e-appointment service; (3) incompatibility of the new service; and (4) the limitation of the characteristics. And it concluded that employers should consider a need for health care providers similar to education providers and address factors before implementing more complicated innovations.. 14.

(26) Moreover, Dearing and Cox (2018) identified that diffusion theory is a social process that occurs among people in response to learning about innovation, such as a new evidence-based approach for extending or improving innovation. At the level of the social system, this manifests as no or partial diffusion or a prolonged rate of adoption. Needs differ among people according to their degree of innovativeness. Dearing and Cox (2018) concluded that diffusion principles could also be operationalized to accelerate the rate of adoption and broaden the reach of innovations. The assumption of low stakeholder expectation and the absence of social indicators may lead to neo-philanthropic or preconceived actions that ignore local peculiarities. According to the view of Huang (2005), the earlier college student began to read online news, the more likely he/she became a regular online newsreader. In general, the early adoption of a given communication channel is a significant predictor of regular use of that channel. This study found the results matched Rogers’ traditional predictions: college innovators and early adopters read more online news and had more international experience than later adopters and laggards. And it concluded that gender was not only a strong predictor of adopter categories but was also an antecedent factor to the relationship between online news adoption and online news reading. Diffusion theory works in an Internet environment.. 15.

(27) Xue (2017) claimed instructional practices in undergraduate STEM courses have been stagnant for decades. Nevertheless, some development of new instructional strategies that boost students’ learning and interest which are based on broad research that examines how people learn science has raised in recent 10 years. These innovations have led to calls for reform in practices in STEM fields with these new strategies are mostly promoted through workshops that raise awareness and application of these practices for school staffs and students. Xue (2017) explored an area where research is scare which is portraying workshop attendees and the connections between uptake of strategies and attributes of strategies. It was conducted on the type of faculty who attended workshop-based professional growth development (PGD) programs using two evidence-based instructional practices (EBIPs): Peer instruction (PI) and Just-in-Time Teaching (JiTT). Rogers’ Diffusion of Innovation theory was used to characterize the type of adopters participating in workshops.. 16.

(28) 2.2 Theories 2.2.1 Maslow's Hierarchy of Needs Theory Maslow (1943) developed a theory of human motivation. This theory of human s comprises five sets of needs. These needs are fulfilled hierarchically by the individual to achieve self-actualization. The hierarchy of needs is prioritized from bottom to top as Figure 2: 1. Psychological 2. Safety 3. Love/Belonging 4. Esteem 5. Self-Actualization With his theory, Maslow intends that people understand what it is that motivates them, focusing on the fact that an individual's performance is the outcome of a al system. Accordingly, Maslow's theory proposes that growth needs (esteem) should be covered first, and individual’s needs (self-fulfilment) achieved to be happy (Maslow, 1943). Therefore, the researcher realizes that Islamic Educational College’s International SAT program answers the parents’ need for esteem (i.e. recognition by others, the feeling of achievement) and the stakeholders’ and school staffs’ needs for self-actualization. 17.

(29) (fulfilment of capacities). According to Frostig and Maslow (1970), the need for selfesteem for the stakeholders, school staff and students’ parents can be seen in the two sets below: (1) A need or desire for achievement, mastery, competence, independence, and confidence in the face of the world which shows in the results of three different groups of school stakeholders’ motivation, school staff’s PGD and student parents’ selection in International SAT Educational System and; (2) Reputation or prestige, status, dominance, recognition, dignity, appreciation and integrity, which strongly shows in School Staff’s motivation in PGD training strongly.. Figure 2: An interpretation of Maslow's hierarchy of need, portrayed as a pyramid with the more basic needs at the bottom. https://images.app.goo.gl/KjwpHQP72qXTs8XU7. 18.

(30) 2.2.2 Herzberg's Two-Factor Theory DeShields，Kara and Kaynak (2005), discussed that according to Herzberg's twofactor theory (Herzberg et al., 1967), there are two distinct sets of factors for job satisfaction and job performance in organizations. "Herzberg's two-factor theory Job satisfaction and have been widely investigated in many job situations and against many different theoretical formulations. Frederick Herzberg's-hygiene factor theory, although considered non-traditional when it was introduced in 1959, has become one of the most used, known, and widely respected theories for explaining and job satisfaction." (Herzberg et al., 1967, P157), Herzberg (1967) was a well-known psychologist focusing on management. One of Herzberg’s many theories is known as the Two-Factor Theory or the Hygiene Theory. Motivators or job content factors were defined by IEC school staff to focus on work, which included achievement, work itself, advancement, recognition, responsibility, and growth (Shanks & Dore, 2007). Likewise, according to Doyle (2004), hygiene factors or job context are defined as factors that are related to job dissatisfaction. Examples of hygiene factors include stakeholder, organizational policies, school staffs' salary, status, job security, working conditions, personal life, and interpersonal relations. It was found that employees rated. 19.

(31) opportunities to use their skills and abilities in their work as the fourth most crucial aspect of their job satisfaction. From brilliant text narratives and vivid captions, the stakeholders of Islamic Educational College travel to cities around the world. “You are entering the English Zone.” It's a welcome message posted on the gate that takes one into this “English Only” environment. This zone includes a full row of extensions -- 43 foreign language classrooms throughout the floor, plus an ample space for an integrated activity classroom, gives the best start to the learning mood. As a result of the growth, now there are forms of international schools, which differ markedly from the traditional ways. These new forms of international schools operate on a for-profit commercial basis. The students are often children from the local (indigenous), wealthy population. Also, these schools defined as international schools are located in a non-English speaking country, and English is the school's medium of communication.. 2.2.3 Motivation of Leaders Al-Salim (2018), has a closer look at the relationship of entry-level bank employees’ leadership attributes and customer satisfaction, to conclude directly, firmly, and significantly for the revealed statistically significant differences in the ratings of the leadership attributes. Ethics had highest ratings while innovation had the lowest scores:. 20.

(32) women's ratings were higher than the men's and women were more satisfied than men in bank knowledge, innovation and gender communication leadership attributes. Nevertheless, in IEC the study reveals the relationship of entry-level school employees’ leadership attributes and student parents’ satisfaction. It concludes firmly and significantly through statistics the ratings of the leadership attributes, and the successful approaches of implementation in the last decades.. 2.2.4 Motivation of Employees Regarding the motivation of school staff, Burton (2012), emphasized that most employers nowadays would like to motivate their employee's and work hard accordingly. He examined different theories of s and how the employees are relevant to the workplace and how employers implement the approaches to ensure happy and motivated employees. Burton (2012) also shows that motivation must come from within the employee. Besides, there are two specific types of motivation: financial and non-financial. And the employers can motivate their employees using both financial and non-financial recognition. It raised the four most essential theories as follows: Maslow’s hierarchy of needs, Herzberg’s two-factor theory, Aristotle’s seven causes, and the different types of motivation which are related in the fact that there are needs for all people to meet. And it used an interview to assist in developing a clear understanding and focus on motivation.. 21.

(33) Badubi (2017) made a comparison between the theories of motivation and how they are used to inspire employees to develop the drive to achieve and to help organizations with suggestions to cultivate conducive atmospheres and relationships for employees to work under, to foster positive attitudes towards their work. Badubi (2017) analyzed the risk of de-motivated employees in organizations in six points as follows: (1) operational risks; (2) personnel risks; (3) reputational risks; (4) environmental risks; (5) health risks; and (6) financial risks. Badubi (2017) identified that a motivated worker is easy to retain; hence, saving the organization’s finances of replacing workers. Based on the above, IEC School staffs are motivated to work as the IEC secures their performance and continuity to work satisfactorily.. 22.

(34) 2.3 International Education Cambridge and Thompson (2004) identified the problems with the word “international” which has many different definitions. These definitions create confusion because of their opposing usage in education. The term International education has different usage both in comparative studies and theory and practice in international schools and other institutions. Besides, this study also discussed how both “internationalism and globalization” are used as learning concepts in international schools and institutions. Mazzarol (1998) identified International Education as one of the most significant service industries that emerged in the United States, Japan, Canada, Germany and Australia. International Education as service industries had reached 60-70% of the economic sectors in these countries during the 1980s and 1990s. Australia and Strickland (1995) pointed out that International Education plays a vital role in the Australian economy. DEET (1996) clarified that economy growth gauged by the department of Employment, Education and Training had generated $1.5 billion in tuition fees and living expenses, which was close to the income generated by wheat (1.9 billion) as an export earner in 1995. Therefore, the fact that international education can improve a school’s economic growth is confirmed.. 23.

(35) Blatti et al. (2019) said China opened its borders to foreign investors and Shanghai became inundated with the relocation of executives since 1979. The number of executives in leading businesses continued to grow into the 90s and 00s. Therefore, the number of schools for International Education increased sharply. These teachers these schools employed were mainly foreign teachers, and the curriculum and teaching pedagogy of their home country was brought to China and were adopted. Sharma (2016) reported that the number of international schools in Asia in 2016 had risen. For example, 8,000 international schools are teaching 4.85 million students in Shanghai. And there are 233 schools in Japan, 172 schools in Thailand, 171 schools in Hong Kong and 142 schools in Malaysia, and most relevant to this study is that China has 530 international schools. Fertig et al. (2016) found out what is international about International Schools and analyzed the legitimacy of International Schools as providers of international education. He also identified that institutional legitimacy is crucial for the success and survival of International Schools and for all International Schools to establish themselves legitimately as international. To do this, Fertig considered the nature of International Schools and how schools were characterized and explored an analytical framework for the institutionalization of International Schools. Fertig et al. (2016) developed and illustrated that framework as international, and their legitimacy was defined. The. 24.

(36) framework was applied for further exploration not just of International Schools but other forms of schools and the various aspects of all schools. Hayden and Thompson (1995) summarized some significant literature reviews concerning the current understanding of international schools and international education, and to document the interpretations processing. Moreover, he challenged the notion that 'international education' is concomitant with “international school”. And Hayden and Thompson (1995) also included an exploration of attempts to define, to categorize international schools, to clarify the distinction between international schools and national schools, and to clarify the possible differences between International schools and international education. In this study, samples of materials published relating to international educational and the preliminary findings of Bath University was also used to explain a possible connection between 'international education' and 'international schools'. (Hayden & Thompson (1995, P328)). 25.

(37) 2.4 Brief on Islamic Educational College Jordan Islamic Educational College is the alma mater of H.E. Late King Hussein, and Present H.E. King Abdulla II, which has 11 departments located in two different geographic campuses: 1. Jabal Amman Campus: a. International SAT Educational College b. Younger Learner Department c. National Elementary Department (G1~G4) d. National Girl School Department (G5~G12) e. National Boy School Department (G5~G12) 2. Jebehar Campus: a. International SAT Educational College (belong to Jabal Amman Campus) b. International GCE / IGCE Educational College c. International I.B. Educational College d. Younger Learner Department e. National Elementary Department (G1~G4) f. National Girl School Department (G5~G12) g. National Boy School Department (G5~G12). 26.

(38) The Islamic Educational College (IEC) is one of the oldest institutions in Jordan, an environment where teaching and learning are student-centered. IEC aspires to help students develop the skills necessary to be leaders in their society. Furthermore, IEC seeks to produce graduates that are well-prepared for the ever-changing demands of the 21st century. To accomplish these goals, IEC provides students with an education that is rooted in basic subjects: mathematics, science, language arts, and social studies. Additionally, IEC offers students the chance to explore other subjects, including world languages, I.T., art, music, physical education, health, and business. Across all classes, teachers emphasize the development of students’ reading and writing skills. Moreover, the lessons integrate the use of new technologies. Beyond the classroom, IEC provides students with several clubs and activities that help foster their development in a variety of ways and connect them to the world at large. IEC offers a comprehensive and robust academic program, which is built upon the principles and standards of the international SAT education system while keeping their students rooted in their heritage, language, culture and religion. Despite IEC’s rigid, yet flexible curricula. IEC motivates its students by a sense of responsibility to carry the message of Islam and to embrace, benefit and excel in this world to become successful lifelong learners and responsible global citizens. In the international SAT educational system of IEC, students start school at the age of four. The first year at schools is. 27.

(39) preschool, while the second year at school is called kindergarten. The third-year at school is considered the first year of elementary school - the first grade. In fact, in the SAT program, the word “grade” has two meanings: (1) the score achieved on an exam or in a course, and (2) a year of education in elementary, middle or secondary school. The elementary school most commonly consists of five years of education, referred to as first through fifth grades. Upon completion of fifth grade (the last year of elementary school), children enrolled in the American Program System advance to the middle school which consists of three years referred to as sixth through ninth grades. The secondary school most commonly consists of a total of seven years, referred to as sixth through twelfth grades. The ninth through twelfth grades are most commonly referred to as high school. The following terms are used to describe students in grades 9-12; confusingly, they are also used for college undergraduates. Freshman: Grade 9, or first year of college. Sophomore: Grade 10, the second year of college. Junior: Grade 11, the third year of college. Senior: Grade 12, the fourth year of college. Upon completion of twelfth grade, students are awarded a certificate called the high school diploma (HSD). In the SAT program, students must obtain a high school diploma. 28.

(40) before being admitted into a technical or vocational institution, a two-year community or junior college, or a four-year of the university. Tsai, Hong and Yu (2019) explored the difference in the teaching abilities of Chinese teachers and global teaching standards and creating a tool to measure this. An IB-PCK questionnaire based on the Shulman concept of Pedagogical Content knowledge was combined with the teaching philosophy and standards of the International Baccalaureate (IB) to examine the inequality in competency noted by in-service teachers. The study revealed the gap between Chinese teachers and global teaching standards in the teaching abilities the teachers acquired and were equipped with, and what is needed in the classroom these days. Questionnaires were designed and delivered through Google documents, and 328 valid results were analyzed. The conclusion was that while there was little difference in terms of content knowledge, teaching methodology of Chinese teachers needed attention. Therefore, improvements were made to in-service teacher training in the areas of teaching objectives, instructional assessment, and curriculum design.. 29.

(41) 2.5 International School: International SAT Educational System 2.5.1 Leaping the World Stage Hayden (2011) suggested two main streams of growing school internationalization in education are: 1. the transfer of national school systems in education to the internationalization of education, 2. the growth in vast numbers of international schools worldwide. The second point was the main focus of the study, which looked into the factors taken into consideration in the development of international schools and followed a discussion of the changing nature between national and international schools. Furthermore, Hayden (2011) mentioned that international education is proving to be increasingly attractive to both globally mobile expatriates and parents searching for ways to give their children a competitive edge in a globalized educational market. Islamic Education College (IEC) has always been highly praised by the outside world and is competing to implement the school role model in Jordan. As the director of the American AdvancED (2016) said after a visit to the Islamic Education College: The courses and scales like Islamic Educational College are second to none, and no one can. 30.

(42) imitate it, it is not easy to do. Indeed, this comment reflects the consistent commitment of the Islamic Educational College. Every year, the Islamic Educational College host many guests and friends from educational institutions, universities and high schools around the world. They affirm and applause Islamic Educational College efforts in successfully implementing the International SAT Educational System.. 2.5.2 Foreign Language Environment According to the view of Huang (2005), the earlier college student began to read online news, the more likely he/she became a regular online newsreader. In general, the early adoption of a given communication channel is a significant predictor of regular use of that channel. Huang (2005) found the results matched Rogers' traditional predictions: college innovators and early adopters read more online news and had more cosmopolitan experience than later adopters and laggards. And it concluded that gender was not only a strong predictor of adopter categories but was also an antecedent factor to the relationship between online news adoption and online news reading. Diffusion theory works in an Internet environment. The Islamic Educational College has an English-only SAT program presented “in line with international standards” related activities. From brilliant text narratives and vivid captions, one travels to cities around the world. “You are entering the English Zone.” It’s a welcome message posted on the gate that takes people into this “English Only”. 31.

(43) environment, an area which includes a full row of extensions -- 43 foreign language classrooms throughout the floor, plus ample space for a large integrated activity classroom, gives the best start to the learning mood.. 2.5.3 Excellent Foreign Teacher Series Bunnell (2016) examined an educational development that has been ignored which is the dramatic increase in the number of 'international schools' worldwide. In 2014, it involved almost 350,000 teachers in over 7000 English-medium schools in non-Englishspeaking countries. A projection to 2022 shows that this number is predicted to rise to 500,000 educators, mainly of American and British origins, in 10,000 schools globally. Substantial evidence based on social media and real-life comments showed “the growth of international schools” becoming increasingly precarious for teachers. This hazardous situation was as the field remains “uninspected, unmonitored and unregulated”. The main features of the English-language group of the international department are the foreign teachers, who have a wealth of experience in English teaching, who have an English teaching certification or who have a qualified teacher's license in the country, and be able to create English teaching plans. Blatti et al. (2019) to determine the presence of collective teacher efficacy (CTE) and provide clarity in an international school in Shanghai, the study applied a mixedmethod approached by design involving two phases: survey data collection and semi-. 32.

(44) structured interviews. It concluded the presence of CTE, identified themes and dimensions to explain the CTE nature in an international school in Shanghai. And it results revealed that CTE not only exists among expatriate foreign teachers, but it is also high in this context due to the exponential growth in the number of international schools in China.. 2.5.4. Small. Class. Fit. Teaching. Systematically. and. Continuously Developing Keller (2014) used a two-stage framework to understand the complex issues of “duality” which leaders of international schools confront when operating within a “loosely defined”, yet dramatically rising, speciality niche of education, filled with ambiguity and complex tensions. And, he proposes a two-stage framework in critically analyzing the dualities of international schools: 1. spatial dualities, and 2. temporal dualities. Keller concludes that the challenge of school leaders is to make sense of opposite perspectives of space and time within their school and lead its community to do similarly. In the language “listening” and “speaking” ability training, the first focus is on individual dialogue practice. The English course in the international department, also known as the English group course, means that the original class of students is divided into three groups according to their level of English. Each group is of 15 students in the. 33.

(45) small class system, which is for suitable teaching. This small class system encourages individual interaction between teachers and students and practice opportunities to achieve practical exercise results. The grouping arrangement provides the most suitable learning environment for students so that the more basic students do not generate too much pressure, and that the higher-level students have more room to learn and grow. To be precise, as long as a class has an English group course, there will be three foreign teachers in their respective classrooms using different syllabus of teaching materials, and various teaching method, to achieve the best learning results. And, the whole school from the middle to high school grades fully implements this course, showing that the school is promoting English education at a comprehensive level.. 2.5.5 Systematic and Continuous Development of New Courses Hayden et al. (2000) understood what being “international” means to students whose parents are posted to different parts of the world, and whose children are enrolled in an international school that promotes international education. Hayden’s intention is to understand the perspectives of 200 teachers and more than 1200 18 year-old students who study in these schools across the globe. And it compares the views of teachers and students about characteristics such as international- mindedness, open-mindedness, second language proficiency, thinking skills, tolerance and respect for others in terms of how important these features are to both groups.. 34.

(46) The foreign language curriculum of the Islamic Educational College systematically developed from kindergarten, primary school, national secondary school to high school established thematic unit-type curriculum giving students the best contextual learning. Students learn about language use in different situations. Although it is a conversational course, it also focuses on the study of students' character, grammar and sentence scribes. In addition to the established conversational courses, the “fiction guide” is implemented in the course. In the “Fiction Guide”, teachers lead students through a weekly course to read and discuss the work. This course trains students to use their imagination, and the English they have learned to express themselves in a more organized and systematic way, often using an image as a prompt. Besides, the monthly Holiday Activities, which lasts a whole year, is even more carefully planned. These teaching activities included students learning about Chinese and foreign festivals in the classroom. Two bulletin boards located at the front and rear of the corridor are painstakingly planned and connect each international teacher with a celebration to present special teaching activities in a more meta-model.. 2.5.6 New Courses International Curriculum Study Every year the school receives the warm support of parents and students, and selfexpectation among them is improving. In order to provide the best curriculum for students, the screening and examination process of partner schools is exceptionally. 35.

(47) rigorous. International curriculum study is an extension of the foreign language course of the Islamic Academy. Preparations for every new academic year begins at the end of the previous year with planning the goals and objectives, etc. of the international curriculum. Being in a native English environment, allow students to use what they have learned, experience first-hand, enrich life experiences, and then expand their international perspective. A well-run university is an essential consideration for IEC's choice of cooperative schools. Partner schools such as the University of Pennsylvania, the University of Edinburgh, the University of London, the University of Boston and the University of British Columbia are among the leading international universities, and their academic standards and professional teaching attitude are indisputable. The rich historical background, vibrant artistic and cultural atmosphere and unique customs in the area of the university are the focus of the curriculum. The curriculum is designed by the schools to promote themebased diversity. According to the level of English, each week, students attend cultural theme courses, access social activities, group session exercises and music culture courses. The visit to the tourist attractions on weekends is even more eye-opening for the students. Compact classes and lively teaching methods allow students to apply English in the shortest possible time by leaps and bounds.. 36.

(48) Chapter 3 Methodology This chapter provides an overall approach to the research process, how the research was conducted, how the data was gathered and its sources, research population and sampling technique, data collection and analytic methods.. 3.1 Research Framework The current research is a feasibility study of implementing the international SAT education system in schools. Stakeholders’ motivation refers to the motivation of board members, general director and administrative staff to implement the global SAT education system. School staffs’ motivation refers to the desire of principal, supervisors and teachers in school. The student parents' benefits apply to perceived benefits regarding the international SAT education system. Thus, the research model was proposed in Figure 1, which contains the variables as mentioned above.. 37.

(49) 3.2 Research Method The design of this research questionnaire depended on the researcher wish to collect quantitative information to test hypotheses that have previously been generated. The researcher was looking to test and quantify assumptions, and the data were to be analyzed statistically; therefore, a formal standardized questionnaire was designed. The research also used quantitative descriptive-analytical methodology. Quantity approach has many advantages which emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques (USC libraries, 2019). Quantitative research focuses on gathering numerical data and generalizing it across groups of people or explaining a particular phenomenon.. 38.

(50) 3.3 Participants and Sampling For the purpose of this research, the targeted populations consist of the following: stakeholders from Islamic Cultural Society (ICS), direct owners of Islamic Educational College (IEC); school staff, department of SAT program at Islamic Educational College (IEC); and students’ parents, children already in international SAT educational system. The random sampling used to select people who are ready to answer the research questions and achieve the research objectives; random sampling technique used. The responds samples of this study include three types: 30 stakeholders, 100 school staff and 100 students’ parents. Thus, the quantitative approach was adopted for assessment of the different scale in the data collection on international school education system, schools staffs' Motivation and the advantages for students' parents. The data was gathered using structured research instruments. The results are based on 230 sample sizes that are representative of the population at IEC international SAT educational system. All aspects of this study were designed before data was collected. Data was in the form of numbers and statistics, often arranged in tables, charts figures. Researcher has a clearly defined research question to which objective answers are sought. This study can be used to generalize the motivation of joining International SAT Educational System, and predict future growth, and. 39.

(51) investigate relationships among the school stakeholders, schools staff and students’ parents.. 40.

(52) 3.4 Data Collection This study uses “Primary Data Collection” in several ways; the most common techniques are “self-administered surveys”, “interviews”, “field observation”, and “experiments”. Questionnaires can obtain primary data. A self-administrated questionnaire used to collect the needed primary data. The essential advantages of primary data include resolving issues specific to the researcher own situation, better accuracy, higher level of control, and up-to-date information, and so on. Two hundred Thirty (230) selected samples from three population groups: 1. Stakeholders, 2. School Staff, and 3. Student Parents were answering 4 categories questionnaires.. 41.

(53) 3.5 Research Instrument The questionnaire was distributed in person and built based on the previous studies with a 5-point Likert scale, ranging from 1 (‘‘Disagree strongly’’) to 5 (‘‘Agree strongly’’). To ensure the instrument validity, we displayed the questionnaire to a panel of experts. Their comments, suggestions and modification were taken into consideration in building the final version of the questionnaire. To test for the reliability of the questionnaire, Cronbach’s α coefficient was assessed. A Cronbach's α value above 0.6 indicates an acceptable level of reliability (Hancock & Mueller, 2006). Moreover, Cohen's d can be used as an effect size statistic for meta-analysis, for example, to accompany reporting of t-test and ANOVA results. Cohen (2013) suggested that d = 0.2 be considered a “small” effect size, d = 0.5 represents a “medium” effect size, and d = 0.8 represents a “large” effect size. And questionnaires are generally characterized by: 1. Prescribed wording and order of questions, 2. Prescribed definitions or explanations for each question, 3. Ensured interviewers handle questions consistently and can answer respondents’ requests for clarification, 4. Prescribed response format, to enable rapid completion of the questionnaire during the interviewing process.. 42.

(54) Chapter 4 Results This chapter displays the findings of the survey, which were obtained from the collected data through the self-administrated questionnaire. The one-sample t-test, independent sample t-test and ANOVA were used for hypotheses testing among three sample groups: (1) stakeholders; (2) school staff; and (3) students’ parents.. 4.1 Sample Group: Stakeholders 4.1.1 Demographic Analysis Table 1 shows the demographic details of the group stakeholders, including gender, age, education level, years of experience, and job title. Noticeably, out of a total of 30 research samples, 50% of the sample were male, and 50% of the sample were females. As for age, the sample was distributed to three categories, 10 (33.3%) were less than 40 years old, 10 (33.3%) were within the age group of 41-50, and 10 (33.3%) aged over 51. Concerning education level, the overwhelming majority of respondents had a BSc degree (83.3%), followed by an MSc degree (18.7%). As for years of experience, 33.3% had less than ten years of experience, 16.7% of the total sample had an experience between 11 to 15 years, and 16.7% of the sample had an experience between 16 to 20 years, and 33.3% of the sample had an experience of 21 years and more. Clearly, a majority of the respondents have good experience in the education management, which in its turn gives. 43.

(55) their response more credibility. Concerning the stakeholders’ job title, the administrative staff constitutes the vast majority (66.7%), followed by school board member (30%) and general director (3.3%). Table 1: Demographics of the group stakeholders. Variable. Category. Gender. Age. Education level. Years of experience. Job title. Frequency. Percentage. Male. 15. 50. Female. 15. 50. 31 – 40 years old. 10. 33.3. 41 – 50 years old. 10. 33.3. Over 51 years old. 10. 33.3. BSc. 25. 83.3. MSc. 5. 16.7. Less than 10 years. 10. 33.3. 11 – 15 years. 5. 16.7. 16 – 20 years. 5. 16.7. More than 21 years. 10. 33.3. School board member. 9. 30.0. General director. 1. 3.3. Administrative staff. 20. 66.7. Notes: N = 30.. 4.1.2 Descriptive Statistics Analysis Table 2 lists the means and standard deviations for each statement of stakeholders’ motives toward the international SAT education system implementation. The mean. 44.

(56) values were classified into three levels: (1) Low: 1 – 2.33; (2) Medium: 2.34 – 3.67; (3) High: 3.68 – 5. It can be seen that all mean values were in the range of 3.90 to 4.23, indicating samples had high-level agreements on all motive-related statements. Also, it can be noticed that statement no.2 “Many benefits to be added to your school if you choose SAT as your School Educational System” ranked the first. In contrast, statement no.6 which states “You support your entire staff include teachers to face these new challenges to be qualified staff for your International School of SAT” ranked the last. Furthermore, a one-sample t-test was utilized to test Hypotheses 1. The researcher set the population mean as 3 to compare the grand mean of motives.. Table 2: Descriptive statistics for the stakeholders’ motives. No. 1. Statements You have many motives to choose SAT. Mean. SD. Level Rank. 4.17. 0.83. High. 2. 4.23. 0.77. High. 1. 4.10. 0.84. High. 4. 4.17. 0.83. High. 2. 4.03. 0.80. High. 5. Education System. 2. Many benefits to be added to your school if you choose SAT as your School Educational System.. 3. You are ready to modify your school infrastructure (tangible and intangible) if you introduce SAT to your school.. 4. You are ready to increase your school infrastructure (tangible and intangible) if you introduce SAT to your school.. 5. You are ready to upgrade your entire school’s. 45.

(57) staff to match the level of SAT (tangible and intangible) standards to be an excellent international school. 6. You support your entire staff include teachers to. 3.90. 0.99. High. 6. face these new challenges to be qualified staff for your International School of SAT Reliability. Cronbach’s α = 0.936. Notes: The questionnaire shows good reliability as the value of Cronbach's α exceeds the recommended value of 0.70.. Table 3 shows the result of the one-sample t-test, the t-value is 8.13, the p-value is 0.00 (less than 0.5 significance level), with an effect size of 2.96, meaning a large effect. Accordingly, Hypotheses 1 was supported, providing evidence of motives that drive stakeholders to implement international SAT education system.. Table 3: The result of the one-sample t-test for motives. Variables. N. Mean. SD. t-value. p-value. Motives. 30. 4.10. 0.74. 8.131. 0.000. Mean. Effect. difference. size (d). 1.100. 2.96. Notes: Cohen's d can be used as an effect size statistic for meta-analysis. Cohen's guidelines for d: Small. = 0.20, Medium = 0.50, Large = 0.80. d = 2.96 represents large effect size.. 46.

(58) 4.1.3 Testing Differences between Groups The researcher used the independent sample t-test and one-way ANOVA to test the Hypothesis 2a, Hypothesis 2b, Hypothesis 2c, Hypothesis 2d, and Hypothesis 2e (as shown in Table 4 to 8). Table 4 demonstrates the results of the independent sample t-test for motives between the male and female stakeholders. We found that there was statistically significant gender difference in stakeholders’ motives (t = -2.041, p < .05, ES = 0.82). Thus, Hypothesis 2a was supported, in that female stakeholders (Mean = 4.23) hold more motives than male stakeholders (Mean = 3.96).. Table 4: The result of the independent sample t-test by gender for motives. Variables. Gender. N. Mean. SD. Male. 15. 3.86. 0.93. Motives Female. 15. 4.34. t-value. p-value. Effect size (d). -2.041. 0.033*. 0.82. 0.46. Note: ***p < .001, **p < .01, * p < .05. Cohen's d can be used as an effect size statistic for meta-analysis.. Cohen's guidelines for d: Small = 0.20, Medium = 0.50, Large = 0.80. d = 0.82 represents large effect size.. Table 5 displays the result of the one-way ANOVA for age, revealing that Hypothesis 2b was not supported (𝐹(","$) = 1.946, p > .05, ES = 0.28), in that stakeholders’ motives did not differ by age.. 47.

(59) Table 5: The result of the one-way ANOVA by age for motives. Variables. Motives. Age. N. Mean. SD. 31 – 40 years old. 10. 4.10. 0.63. 41 – 50 years old. 10. 4.09. 0.75. Over 51 years old. 10. 4.12. 0.88. F. 1.946. p-value. 0.162 (n.s.). Effect size (d). 0.28. Note: n.s. = not significant. Cohen's d can be used as an effect size statistic for meta-analysis. Cohen's. guidelines for d: Small = 0.20, Medium = 0.50, Large = 0.80. d = 0.28 represents small effect size.. Table 6 demonstrates the results of the independent sample t-test for education level, indicating that Hypothesis 2c was not supported (t = 0.570, p > .05, ES = 0.27), in that stakeholders’ motives did not differ by education level.. Table 6: The result of the independent sample t-test by education level for motives. Variables. Education level. N. Mean. SD. BSc. 25. 4.13. 0.83. Motives. t-value. 0.570 MSc. 5. 4.07. 48. 0.86. p-value. 0.591 (n.s.). Effect size (d). 0.27.

(60) Note: n.s. = not significant. Cohen's d can be used as an effect size statistic for meta-analysis. Cohen's. guidelines for d: Small = 0.20, Medium = 0.50, Large = 0.80. d = 0.27 represents small effect size.. Table 7 displays the result of the one-way ANOVA for years of experience, revealing that Hypothesis 2d was not supported (𝐹(&,"') = 1.257, p > .05, ES = 0.51), in that stakeholders’ motives did not differ by years of experience.. Table 7: The result of the one-way ANOVA by years of experience for motives. Variables. Years of experience. N. Mean. SD. Less than 10 years. 10. 4.10. 0.77. 11 – 15 years. 5. 4.09. 0.84. Motives. F. 1.257 16 – 20 years. 5. 4.10. 0.83. More than 21 years. 10. 4.11. 0.90. p-value. 0.310 (n.s.). Effect size (d). 0.51. Note: n.s. = not significant. Cohen's d can be used as an effect size statistic for meta-analysis. Cohen's. guidelines for d: Small = 0.20, Medium = 0.50, Large = 0.80. d = 0.51 represents medium effect size.. Table 8 displays the result of the one-way ANOVA for job title, revealing that Hypothesis 2e was not supported (𝐹(","$) = 2.845, p > .05, ES = 0.55), in that stakeholders’ motives did not differ by job title.. 49.

(61) Table 8: The result of the one-way ANOVA by job title for motives. Variables. Motives. Job title. N. Mean. SD. F. School board member. 9. 4.07. 0.85. General director. 1. 4.10. 0.80 2.845. Administrative staff. 20. 4.13. 0.79. p-value. 0.076 (n.s.). Effect size (d). 0.55. Note: n.s. = not significant. Cohen's d can be used as an effect size statistic for meta-analysis. Cohen's. guidelines for d: Small = 0.20, Medium = 0.50, Large = 0.80. d = 0.55 represents medium effect size.. 50.

(62) 4.2 Sample Group: School Staff 4.2.1 Demographic Analysis Table 9 shows the demographic details of the group school staff, including gender, age, education level, years of experience, and job title. It can be seen that out of a total of 100 research samples, 80% of the sample were female, and 20% of the sample were males. As for age, the sample was distributed to four categories, 25 (25%) were less than 30 years old, 25 (25%) were within the age group of 31 – 40, 35 (35%) were within the age group of 41 – 50, and 15 (15%) aged over 51. With regard to education level, the overwhelming majority of respondents had a BSc degree (80%), followed by a MSc degree (10%) and diploma or less (10%). As for years of experience, 30% had less than ten years of experience, 45% of the total sample had an experience between 11 to 15 years, and 15% of the sample had an experience between 16 to 20 years, and 10% of the sample had an experience of 21 years and more. Regarding the staffs’ job title, the school teacher constitutes the vast majority (84%), followed by supervisor (15%) and principal (1%).. Table 9: Demographics of the group school staff. Variable. Category. Frequency. 51. Percentage.