|Abstract: ||AS the title of the thesis suggests, this is a study
of the problems and concerns experienced by student
teachers in The Yemen at different stages in their
training (second, third, first year of teaching).
An initial exploratory case study of one teacher training
institute, using interviews, was utilized to generate
items for two questionnaires (about problems, and related
beliefs respectively) completed by about 800 student -s in
all 11 General Teacher Training Institutes in the country.
The items covered several areas: School Material
Conditions and Resources, Teaching Demands, Relationships
with Professionals and Adults, Teaching Competencies,
Institutes' Courses, Job Rewards, Pupils' Response to
Teaching, and Students' Security.
Applying Factor Analysis to the ratings of the total
population for the 'problems' questionnaire showed no
sufficiently strong structure of problems (patterns).
Further analysis using commonsense categories showed
that most problem areas were of great concern to the
majority of student teachers and beginning teachers
and these concerns were stable across stages, except for
Students' Social/Emotional Security which showed
consistently decreased concern over successive stages.
When males and females were studied separately, the
patterns of change were different, and diverse changes
were found for the various (single-sex) institutes.
Variables such as Background (Urban/Rural), Institutes
attended, Primary School Location, Job Location for
beginning teachers, seemed to be dominated to a large
extent by sex differences. Males mainly expressed
higher concern about job rewards, females about their own
ability to cope with the tasks of classroom teaching.
Variables such as Age within Stages, and Stage of
Joining Institutes, did not appear to have influence
upon students and beginning teachers' problems.
The results of the 'Beliefs' questionnaire were analysed
similarly and showed patterns of results which did not
correspond with the 'Problems' results in a way which
could allow the concerns to be explained by the
The initial exploratory case study sample was followed
longitudinally by interviews. This approach showed
different patterns of increasing concerns on entry to
teaching. Possible explanations for the different
patterns are discussed.
Interviews with a sample of institutes' lecturers
suggest an awareness by the majority of lecturers of
some of the common problems expressed by student teachers.
The substantive findings and methodological issues are
discussed in relation to the literature (e. g. Fuller,
Gibson, Lacey... ). Some suggestions for improving
teacher education in The Yemen are offered.|