Educational competencies required for kindergarten teachers in Libya In light of comprehensive quality standards: An analytical field study at Al-Zawiya University

Abstract

The pre-school education system in Libya faces structural challenges, characterized by the shortfall of university preparation programs in meeting professional field requirements. The research problem addresses the persistent gap between the outcomes of teacher preparation programs at the Kindergarten Department at the University of Zawia and actual field practices in light of Total Quality Management (TQM) standards. This study aims to evaluate the degree to which TQM standards are achieved within current programs, examine the statistical significance of differences in faculty responses, and construct an integrated standard competence matrix to enhance the preparation of kindergarten teachers. To achieve these objectives, the descriptive-analytical approach was utilized. The study population and sample comprised all faculty members within the kindergarten departments across the three colleges of education at the University of Zawia, applying a comprehensive census method that resulted in 55 valid respondents for analysis. Data was collected via a juried scientific questionnaire utilizing a five-point Likert scale, and quantitative data analysis was performed using SPSS and AMOS software, employing mean scores, standard deviations, and One-Way ANOVA. The primary findings revealed that the overall mean for TQM implementation in current programs was low, standing at (2.25), with the field and practical training system scoring the lowest mean of (2.12). Furthermore, the analysis indicated a complete absence of statistically significant differences attributed to academic rank, years of experience, or college affiliation. These results underscore a systemic structural deficit in preparation methodologies. Consequently, the study recommends replacing heavily theoretical content with contemporary practical courses, restructuring field training to ensure systematic continuity, and adopting the proposed standard competence matrix to update curricula and enhance academic governance in Libyan universities.