Abdulkhaliq Hajjad Alghamdi Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022 FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL- BAHA UNIVERSITY, SAUDI ARABIA Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022 FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL- BAHA UNIVERSITY, SAUDI ARABIA

Abstract

This study examines the factors that could potentially determine teaching methods among the university academic staff of AL-Baha University in Saudi Arabia. The data were collected with the aid of a structured questionnaire administered to 567 academics who cut across various cadres. The front-back translation approach was used to translate the questions. The researcher used the analytical descriptive method, based on a survey method. Quantitative data was generated using a questionnaire and the data was estimated using multiple regressions. The finding of this study indicates that motivation, training, working environment, job stress, and students' behavior are significant factors that affect the selection of teaching methods among academic staff at AL-Baha University. It is recommended that the authorities should ensure that the academic staff is well motivated, and satisfied and that a good working environment should be provided to enhance the productivity of the academic staff in the universities.

Full text

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
FACTORS AFFECTING TEACHING
METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Abdulkhaliq Hajjad Alghamdi
AL-Baha University, Saudi Arabia
Abstract
This study examines the factors that could potentially determine
teaching methods among the university academic staff of AL-Baha
University in Saudi Arabia. The data were collected with the aid of
a structured questionnaire administered to 567 academics who cut
across various cadres. The front-back translation approach was
used to translate the questions. The researcher used the analytical
descriptive method, based on a survey method. Quantitative data
was generated using a questionnaire and the data was estimated
using multiple regressions. The finding of this study indicates that
motivation, training, working environment, job stress, and students’
behavior are significant factors that affect the selection of teaching
methods among academic staff at AL-Baha University. It is
recommended that the authorities should ensure that the academic
staff is well motivated, and satisfied and that a good working
environment should be provided to enhance the productivity of the
academic staff in the universities.
Keywords: Educational reforms, Quantitative data, Teaching
methods, Saudi Arabia

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
FACTORS AFFECTING TEACHING
METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Abdulkhaliq Hajjad Alghamdi
AL-Baha University, Saudi Arabia
Introduction
According to Ayeni (2011), teaching is a continuous process
whose aim is to bring a desirable change in a learner or a group of
learners via consistent methods. A review of literature unveils a
wide variety of teaching methods that can be adopted to accomplish
students’ learning objectives and outcomes. Several studies on
teaching were conducted on teaching methods at elementary levels.
These researchers argued that once the foundation is properly built,
learners will be able to build on their skills while progressing on the
education ladder (Le, Nguyen, & Burns, 2021; Mohammadjani &
Tonkaboni, 2015; Xu & Li, 2018). Likewise, university education
does not differ from any other educational institution regarding the
need for modern teaching methods (Alhirtani, 2020).
There are various teaching methods, some of which are
lecture and repetition, inductive and deductive, investigation,
project, discovery, and so on (Alhirtani, 2020). Similarly,
brainstorming, group discussion, simulation, and lecture are among
other methods which are globally employed (e.g., Sugano & Nabua,
2020). Further, Sajjad (2010) identified, lectures, group
discussions, individual presentations, assignments, seminars,
workshops, conferences, brainstorming, role play, and case study as
teaching methods popular among the higher institutions in Pakistan.
The study explained the characteristics of each of the methods and
concluded that none of these methods is superior as the adoption
largely depends on the individual lecturers and the complexity of

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
the subject. Also, Justice et al. (2007) explained that teaching
methods were not a universal thing as various methods were being
used in different jurisdictions across the world.
However, these teaching methods, regardless of how diverse
they appear to each other, are categorized into the following three
major types, namely teacher-centered method, student-centered
method, and teacher-student interactive method (e.g., Isa,
Mammam, Badar & Bala, 2020). Shirani Bidabadi et al. (2016)
revealed that the best teaching approach is the mixed method
(student-centered together with teacher-centered) plus educational
planning and previous readiness. Nevertheless, teachers who use
this method are sometimes confronted with some barriers.
Yakovleva and Yakovlev (2014) identified training, case
study, behavioral modeling, peer feedback, play project, metaphor
game, storytelling, basket, and action learning methods as modern
teaching methods. The authors, who tagged these methods as
interactive, asserted that such methods are effective as they modify
the teachers’ role from the translator of information to the
coordinator of the educational process, making it possible to form
complex competencies in future professional specialties via student
activities that manifest as closely as possible the content of
professional work. More so, Usarov (2019) analyzed the results of
studies on the implementation of educational standards based on a
competency-based approach to the education system in Uzbekistan,
as well as some aspects of effective assessment methods, and
concluded that teaching methods are impactful in developing
students’ competences and capabilities.
Earlier, Bourner and Flowers (1997) identified ten common
teaching methods in higher education. These methods were
classified based on six learning objectives. The authors summarized
these methods to include lectures, up-to-date textbooks, reading
handouts, guest lectures, use of exercises that required students to
find up-to-date knowledge, developing skills in using a library and
other learning resources, directed private study, open learning
materials, and use of the Internet. These methods are considered

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
effective in disseminating knowledge to students. Also, Collier
(1985) came up with five classical methods of shaping students’
learning: didactic instruction in the form of lectures; discussion
methods; practical work in laboratories, and studios; provision for
the student’s private study, including individualized learning
techniques, and computer-based methods; and assessment of
students’ progress.
By and large, the endeavor to maximize the accomplishment
of the goal of imparting knowledge to learners has led to the birth of
a wide variety of teaching methods. Although the student-centered
and student-teacher-centered ones are observably the best among
the others, each teaching method is considered effective on its own
and provided that they are decided on based on the factors that are
crucially important to be considered in order to arrive at the desired
results. Research Problem
In recent years, the Saudi Arabian policies have centered on
the diversification of her economy from a traditional economy to a
more innovative economy. With the significant effect of this effort
on various sectors of the country, a lot of paradigm shifts are being
experienced on daily basis. In an endeavor to achieve this noble
objective, one of the main areas of focus by the government has
been the restructuring of the education sector, especially higher
institutions. The Vision 2030 on education development includes
the preparation of a modern curriculum whose focus is to achieve
excellence in literacy, numeracy, skills, and character development.
This vision also embarks on the development of a comprehensive
framework for the professional development of teachers and
educational leaders and a national strategy to upgrade the
professional level of teachers, improve the profession’s ecosystem
and enhance the quality of services provided by teachers.

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Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
Given its major role in determining success in the teaching
profession, any attempts to achieve the above-predetermined
education objectives may prove abortive if teachers lag behind in
versatility to affect a variety of modern efficacious teaching
methods. Research has established that there is a direct relationship
between the application of effective teaching techniques and
students’ academic development (e.g., Adunola, 2011; Asikhia,
2010; Ogide, 2017). For instance, Ogide (2017) reports that the
persistent use of teacher-centered teaching methods in colleges and
universities has made learners passive and learning tends to be
superficial. This affirmation is further substantiated by Asikhia
(2010) who contends that none of the teachers’ qualifications and
students’ environmental conditions is as impactful on students’
academic feats as the teaching methods employed.
Given the need to promote students’ learning interests,
analytical skills and critical thinking, a considerable population of
today’s teachers employ student-centered teaching methods (Hesson
and Shad, 2007). Obviously speaking, the choice of a particular
teaching method is influenced by a number of factors ranging from
the learning content, the predetermined lesson objectives,
availability of teaching and learning resources, and teachers’ ability
to improvise when there is a shortage or lack of conventional
instructional materials, and the need to follow up with learners’
individual differences (Isa, Mammam, Badar and Bala, 2020,
Ndirangu, 2007).
Generally speaking, the choice of teaching methods based on
the earlier stated factors is meant to culminate in the production of
learners who are creative, proactive, problem-solvers, good
decision-makers, critical thinkers, and good communicators
(Nghiêm-Phú & Nguyễn, 2021; Zenda, 2017). What is more,
Shirani Bidabadi, Nasr Isfahani, Rouhollahi, and Khalili (2016)
observe that a good teaching method help students question their
preconceptions as well as motivates them to learn, by putting them
in a situation in which they see themselves as authors of answers
and as agents of responsibility for change?

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
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Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
It is worth noting that there is no teaching method that could
be considered one-size-fits-all globally due to diversity in terms of
geographical location, religious beliefs, social norms, poverty level,
technological advancement, and legal structure, among others, the
need to research these phenomena in Saudi Arabia cannot be
undermined. Therefore, this study examined the factors affecting of
diverse teaching methods among the academic staff at the AL-Baha
University Saudi Arabia
Research Focus
This research is designed to find out the chief factors
affecting the choice of teaching methods among teaching staff in
Al-Baha University. Studies have shown several factors determining
the choice of methods with which to transfer knowledge and skills
to learners. These factors may significantly differ from one
geographical location to another and even from one educational
institution to another. The potential factors include motivation,
satisfaction, work environment, modern technology, and job stress
(Blömeke, 2012; Bourner, 1997; Harter, Schaur, & Watts, 2015;
McInerney et al., 2021; Perez, Ramirez Vasquez, & Villasenor
Roldan, 2021; Richards & Rodgers, 2014; Sajjad, 2010; Schaur,
Watts, & Becker, 2012; Tee, Samuel, Nor, Sathasivam, & Zulnaidi,
2018).
Bourner (1997) further identified the cost of teaching
resources, development in technology, and an increased focus on
and publicity of performance indicators as key factors affecting
teaching methods in higher institutions. Harter et al. (2015) and
Schaur et al. (2012) revealed that school, department, and instructor
are factors affecting teaching methods in undergraduate economics
courses. The authors believed that school owners, the composition
of the departmental staff, and the attitude of the instructors largely
determine how economic subjects are taught at the undergraduate
level. However, Blömeke (2012) concluded that course content and

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
professional competence of the academic staff were potential factors
affecting the teaching methods used in higher institutions. Given
that, this paper hypothesizes the following factors as potential
factors affecting choosing teaching methods among university
teachers in the Kingdom of Saudi Arabia.
Motivation as a determinant
Motivation is defined by Redondo & Ortega-Martín (2015) as “what
encourages or drives people to freely devote their time to a specific
learning activity” (p.20). Nashar (2004) further described
motivation to learn as having both inner and outer impulse that
prompts a person to act or arrive at their destination so that some
changes take place in their behavior. This concept represents a
highly important aspect of education as it drives learners to undergo
learning and motivates teachers to discharge their teaching tasks
better.
Motivation, according to Nashar’s (2004) description, is of
two types, namely intrinsic and extrinsic motivation. Chow &Yong
(2013) defines intrinsic motivation as an internal force that
encourages people (i.e., learners and teachers) to engage themselves
in the educational process because they are fascinated by
educational activities. As an inborn disposition in humans, people
with intrinsic motivation do not need to be enticed with rewards for
them to perform well in their entrusted tasks (Chow &Yong, 2013).
Extrinsic motivation, on the other hand, is a stimulus that is formed
from the outside of individuals and drives them in the
teaching/learning process (Filgona, Sakiyo, Gwany & Okoronka,
2020). To stimulate teachers’ motivation towards doing better in
their profession, certain incentives ought to be considered. Thus, the
current research hypothesized that academic staff motivation has a
significant impact on the choice of teaching methods.
Job Satisfaction as a determinant
Job satisfaction, no doubt, is a good ingredient for giving
one's best in a job (Houtte, 2006; Schneider, 2003). For example,
Houtte (2006) showed that pupils’ study culture affects teacher

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
satisfaction by its influence on teacher trust and faculty trust and by
linking school facility conditions to teacher satisfaction and success
(Schneider, 2003). The selection of teaching methods is also
affected by the satisfaction of staff (Unal & Unal, 2017). Unal and
Unal (2017) revealed that flipped classroom model stimulates
higher student learning gains, more positive student perception, and
higher teacher satisfaction compared to the traditional model.
Studies have also shown that work-related rewards and favorable
job conditions, notably good pay, promotion, and job enrichment,
contribute more to one’s perceived organizational support (e.g.,
Lancaster & Corston, 2014; Richards & Rodgers, 2014; Wieman,
2014). Thus, the current hypothesis is that academic staff
satisfaction has a significant impact on the choice of teaching
methods. Work Environment as a determinant
The teaching environment needs to be conducive for learning
to take place effectively. Earlier studies have discussed the impact
of the work environment on the attitude of both teachers and
students (e.g., Kelly & Moogan, 2012; Khlaisang & Songkram,
2019). Dynamic changes in today’s workplace environment are
among the factors that contribute to employees’ commitment to the
organization. Studies show that if the environment is not tense, the
employees will spear no efforts in discharging the tasks entrusted to
them (Ahmad, Ashari, Panatik, & Rahman, 2003). In a similar vein,
Kroupis, Kouli, and Kourtessis (2019) argue that teachers who work
in schools with very satisfactory sports facilities seem to be more
satisfied than teachers who work in poor sports facilities. Thus,
teachers will have all it takes to choose the teaching methods
deemed the most appropriate if the school is well equipped with all
necessary learning facilities. Thus, the current study hypothesized
that the academic work environment has a significant impact on the
choice of teaching methods.

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
Job Stress as a determinant
Studies about the effect of stress on the academic staff have
been documented. Employees experiencing high levels of job-
related stress were also reported to have lower levels of job
satisfaction, morale, and general well-being, which in turn has a
negative effect on their work performance; while employees with
lower stress levels perform actively in work (Nowack, 1989). Thus,
the current study hypothesized academic staff Job Stress has a
significant impact on the choice of teaching methods.
Students’ behavior as a determinant
The attitude of students toward learning is one of the
significant factors affecting the teaching methods (e.g., Behr, 1988).
Behr (1988) contends that the feedback from students on
assignments, tutorials, and group presentations has a significant
impact on the choice of the methodology to be adopted by teachers.
No matter how good a teaching method adopted by a teacher seems
to be, its effectiveness depends on the extent to which it motivates
students to learn. Hence, teaching methods may be affected by the
level of trust in students and student empowerment (Nghiêm-Phú &
Nguyễn, 2021). Thus, the current hypothesized students’ behavior
has a significant impact on the choice of teaching methods.
Research Aim and Research Questions
Just like any other country in the world, Saudi Arabia, in its
endeavor for a better tomorrow, has set certain goals to be achieved
by the end of the current decade. The accomplishment of these goals
will actually lead to sustainable economic development. Just like
every other sector has some vital roles to play towards the success
of this targeted end, the roles to be played by the education sector
are undeniably fundamental. However, any policies imposed with a
view to strengthening education may turn out ineffective if careful
consideration is not given to the significance of teachers’
professionalism in the art of teaching. Research has established that

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
there is a direct relationship between the application of effective
teaching techniques and students’ academic development (e.g.,
Adunola, 2011; Asikhia, 2010; Ogide, 2017). Considering the fact
that a number of studies have identified motivation, job satisfaction,
work environment, job stress, and students’ behavior as the major
factors influencing teachers’ choices of teaching methods (Blömeke,
2012; Bourner, 1997; Harter, Schaur, & Watts, 2015; McInerney et
al., 2021; Perez, Ramirez Vasquez, & Villasenor Roldan, 2021;
Richards & Rodgers, 2014; Sajjad, 2010; Schaur, Watts, & Becker,
2012; Tee, Samuel, Nor, Sathasivam, & Zulnaidi, 2018), this study
has its questions as follows:
RQ 1. Does motivation have a significant impact on the choice of
teaching methods among Academic staff in the AL-Baha
University in Saudi Arabia?
RQ2: Does job satisfaction have a significant impact on the choice
of teaching methods among Academic staff at the AL-Baha
University in Saudi Arabia?
RQ3: Does the work environment have a significant impact on the
choice of teaching methods among Academic staff in the AL-
Baha University in Saudi Arabia?
RQ 4: Does job stress have a significant impact on the choice of
teaching methods among Academic staff at the AL-Baha
University in Saudi Arabia?
RQ 5: Does students’ behavior have a significant impact on the
choice of teaching methods among Academic staff in the AL-
Baha University in Saudi Arabia?
Research Methodology
To identify the factors influencing the choice of teaching
methods among academic staff in the AL-Baha University in Saudi
Arabia, a questionnaire was distributed to 1000 academic staff
members in the University. The questionnaire, which was made in
google forms, was sent to them through their email addresses which

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
were collected from the staff directories of Al-Baha University.
However, 567 completely answered questionnaires were returned to
the researcher. This study used factor analysis to summarize the
sub-constructs to continuous variables and multiple regression was
later utilized to estimate the model. The employed questionnaire
was made in English and then translated to Arabic given the fact
that the respondents are Arab native speakers in Saudi Arabia.
Having done the translation, the researcher passed both versions of
the questionnaire to an expert for validation. During this process of
validation, the errors detected were corrected to ensure the validity
of the instrument. Furthermore, in order to verify the psychometric
properties of the validated instrument, a reliability test was carried
out. Sample
Academic staff members of AL-Baha University represent
the population of this study. Out of the whole population, a sample
of 1000 participants from different academic fields was
conveniently selected and was reached through email for data
collection purposes. Nevertheless, 567 participants returned their
questionnaires filled up with the required information.
Instrument and Procedures
To identify the factors influencing the choice of teaching
methods among academic staff in the AL-Baha University in Saudi
Arabia, a questionnaire was distributed to 1000 university academic
staff members in the University. The questionnaire, which was
made in google forms, was sent to them through their email
addresses which were collected from the staff directories of various
university therein. However, 567 completely answered
questionnaires were returned to the researcher. This study used
factor analysis to summarize the sub-constructs to continuous
variables and multiple regression was later utilized to estimate the
model. The employed questionnaire was made in English and then

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
translated to Arabic given the fact that the respondents are Arab
native speakers in Saudi Arabia.
Having done the translation, the researcher passed both
versions of the questionnaire to an expert for validation. During this
process of validation, the errors detected were corrected to ensure
the validity of the instrument. Furthermore, in order to verify the
psychometric properties of the validated instrument, a reliability test
was carried out with positive results. Table 1 below presents the
details of the reliability test.
Table 1
Items of the research instrument
Constructs
Number of Items
Cronbach's Alpha(α)
Teaching methods
5
0.91
Motivation
7
0.94
Training
8
0.92
Work Environment
7
0.94
Job Stress
7
0.94
Behavior
7
0.96
Data Analysis
Descriptive statistics is defined as the statistical term which
assists to describe and summarize data in a meaningful way (Field,
2013). In this study, descriptive statistics were employed to
determine the demography of the respondents who answered the
questionnaire distributed to them. Table 2 shows the frequency and
percentage of the gender of the respondents who participated in
answering the survey questionnaire.

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
Table 2
The study sample was distributed according to the gender
Gender
Frequency
Percentage %
Male
437
77
Female
130
23
Total
567
100
Table 2 shows the characteristics of the study sample
according to gender. The percentage of male respondents who
participated in the quantitative analysis was 77 % (n=437) and
female respondents were 23% (n=130). The next table shows the
academic qualification of the respondents.
Table 3
The study sample distribution according to the Nationalities
Gender
Frequency
Percentage %
Saudi
340
60
Non-Saudi
227
40
Total
567
100
Table 3 shows the characteristics of the study sample
according to nationality. The percentage of local staff respondents
who participated in the quantitative analysis was 60 % (n=340) and
the foreign staff respondents were 40% (n=227). The next table
shows the academic qualification of the respondents.
Table 4
The study sample distribution according to the position
Position
Frequency
Percentage %
Lecturer
142
25
Assistant Prof
308
54
Assoc. Prof
108
19
Prof
10
2
Total
567
100

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
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Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
Table 4 shows the study sample distribution according to the
position. The proportion of respondents who were lecturers was
25% (n=142); Assistant Professors were 49% (n=278), Associate
Professors were 19% (n=108) and the percentage of Professors was
7% (n=40).
Research Results
The regression result is presented in Table 5 and the findings
reveal that all potential factors affecting are significant in explaining
the choice of teaching methods among the academic staff in the AL-
Baha University in Saudi Arabia result of the regression estimation
indicates that the model is fitted and there is no model
misspecification as represented by F- statistics (749.385;
P<=0.000). This is significant as 1%. Similarly, the overall impact
of the selected criterion variable on the outcome variable indicates
about 59.2%.
Table 5
Summary of the regression results
Coefficient
Std. Error
T-value
Prob.
(Constant)
0.858
0.120
7.150
0.000
Motivation
0.088
0.023
3.774
0.000
Training
0.395
0.029
13.487
0.000
Work Environment
0.159
0.024
6.625
0.000
Job Stress
0.154
0.049
3.154
0.002
Behavior
0.101
0.024
4.188
0.000
R Square
0.593
Adjusted R Square
0.592
F Statistic
749.385
Prob. (F Stat.)
0.000
Durbin-Watson
2.400

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
This implies that the selection of teaching methods among
the academic staff at AL-Baha university in Saudi Arabia is
explained by the combined effects of motivation, training, working
environment, job stress, and students’ behavior; these influence the
academic staff’s decisions in the selection of teaching methods.
There are other factors that this study has not considered. The result
of Durbin-Watson is 2.400 which is also within the acceptable
region as explained in statistics (see, Field, 2013).
Further, the result also reveals that all selected variables have
a significant positive impact on the selection of teaching methods
among the selected sample. These are significant at 1%. This
implies that each of these variables on the individual is a potential
factor that could determine the adoption of any teaching method at
the Al-Baha university in Saudi Arabia. This implies that all the
hypotheses presented in this study thereby failed to be rejected. The
study, therefore, concludes that motivation, training, working
environment, job stress, and students’ behavior have a significant
positive impact on the choice of teaching methods among academic
staff of AL-Baha University in the country. This finding is
consistent with earlier studies (e.g., Alam & Farid, 2011; Harter et
al., 2015; Houtte, 2006; Reed & Brunson, 2018; Yakovleva &
Yakovlev, 2014; Zenda, 2017) that have considered these factors as
potential factors affecting teaching method in other countries.
Discussion
The findings of this study reveal that all the five potential
factors affecting have a significant influence on the choice of
teaching methods by the academic staff in the university The
detailed discussion is presented as follows.
Motivation
The finding of this study regarding motivation suggests that
teachers exert better efforts in discharging the duties entrusted to
them when they are well motivated. Therefore, the motivation of
academic staff should be given a priority in Saudi’s 2030 Education

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
Development Plan. Research has shown teachers’ emotional well-
being is pivotal to educational development (e.g. Nghiêm-Phú &
Nguyễn, 2021). Hence, university teachers at AL-Baha University
need to be given more encouragement through various incentives
that would boost their emotional intelligence and thereby affect their
choice of teaching methods. Likewise, the management of the
university needs to consider the motivation of academic staff a
matter of paramount importance as this will enable them to be in a
stable mind when preparing for and managing classes.
Training on the Use of Modern Technology
Changes are inevitable in the teaching profession since
technology has transformed the mode of teaching. As a result,
consistent staff training on the use of technology in teaching is
critical as it affects the teachers’ choices of teaching methods. The
finding in this regard is congruent with previous studies which
establish the significance of modern technology in teaching and the
need for the teacher to be trained to maximize its benefits for
educational development (e.g., Anikina & Yakimenko, 2015; Raja
& Nagasubramani, 2018; Yang, Li, Wu, & Zhao, 2017). To achieve
this goal, the budgeted amount for academic staff training should be
enhanced (Jacob & Lawan, 2020). Apart from the development
agenda, the policy of the training of academic staff on the
deployment of technologies in the teaching methods and classroom
management would enhance the academic staff teaching methods.
The management of the university should facilitate the use of
technological instruments, such as audio-visual aids in the language
lab as a part of practical exposure in order to reduce learners’ lack
of motivation and heighten their interest and latent desire to
immerse in learning.

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
Working environment
The finding of this study aligns with the established doctrine
that a conducive working environment has a positive effect on the
performance of workers (e.g., Chandrasekar, 2011; Raziq &
Maulabakhsh, 2015). The same goes for the academic working
environment. Hence, a peaceful and conducive environment
positively affects the choice of teaching methods by the academic
staff and vice versa. Although the management has been investing
in the provision of basic amenities to the campuses, there is a need
to meet up with the 26% UNESCO budgetary funding policy. The
working environment includes the classroom, offices, and university
campus.
Job stress
This finding, which indicates that Job stress has a significant
impact on the AL-Baha university teachers’ choice of teaching
methods, agrees with previous studies that establish excessive
workload as a factor contributing to job stress (Griffith & Altinay,
2020; Houston, Meyer, & Paewai, 2006). According to this
research, the teaching workload imposed by the Saudi Ministry of
Higher Education on university teachers is exhausting. Although the
purpose was to enhance teachers’ well-rounded experience, it is
currently contributing significantly to job stress with an adverse
effect on teachers’ choice of teaching methods. Hence, there is an
urgent need for the education ministry to relook at this policy by
engaging the technology in some of the routine administrative
assignments so as to free the academic staff of the workload as this
will enable them to have sufficient time to prepare for classes.
Students’ behavior
The attitude of students toward learning is one of the
significant factors affecting the teaching methods documented by
the study. This result is in agreement with Behr (1988) who
contends that the feedback from students on assignments, tutorials,
and group presentations would have a significant impact on the

FACTORS AFFECTING TEACHING METHODS AMONG ACADEMICIANS IN AL-
BAHA UNIVERSITY, SAUDI ARABIA
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
methodology to be adopted by teachers. The government plan on
educational development should not only focus on the academic
staff but also on the attitude of the students as they are among the
critical stakeholders in the system. No matter how good the teaching
methods adopted by teachers are, the student’s role is more critical.
Teaching methods may be affected by the level of trust in students
and student empowerment (Nghiêm-Phú & Nguyễn, 2021). Hence,
it is incumbent upon the government to consider the amendment of
this plan so as to address the standard operating procedures the
students must follow. These may include the admission processes
and the grading methods in the universities among others.
Conclusions and Implications
The findings from this study indicate that all the potential
factors proposed are factors affecting of selecting teaching methods
by the academic staff of AL-Baha University in Saudi Arabia. As
part of the 2030 education development agenda by the current
government, these findings may provide valuable input for strategic
ideas. For instance, a proposal for a comprehensive framework for
the professional development of teachers and education leaders
might not yield the desired result if the factors that affect the choice
of teaching methods are not adequately incorporated. Also, to
achieve a development of a national strategy to upgrade the teaching
profession by raising the professional level of teachers, improving
the profession’s ecosystem, and raising the quality of services
provided to teachers. These would be achieved through ensuring
motivation, satisfaction, adequate training, a conducive working
environment, and the absence of job stress for university teachers.

Abdulkhaliq Hajjad Alghamdi
Egyptian Journal of Educational Sciences Issue 2 (Part One) 2022
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