The current research is designed to examine the relationship between a training program designed for students with learning disabilities and their perceived competence. The need for such endeavor must be accorded due attention in order to create a comprehensive policy reform that takes into account the different dimensions of effectual reform. The study declares the need for providing a clear insight into the obstacles faced by Jordanian students, especially those in the rural areas, who are continually hampered by learning disabilities. In an attempt to answer the research questions, the "Perceived Competence Scale for Children" was used as the main tool in the current study. Moreover, the study sample consisted of 26 fourth-grade students with learning disabilities who joined the resource rooms of the Ministry of Education in the Jerash district of Jordan. Findings of the study indicated the presence of significant statistical differences between the experimental group that underwent the training program and the control group that was not exposed to it.

This study aims to evaluate and investigate the influence of teaching techniques on the performance of English as Foreign Language (EFL) teachers by evaluating the techniques' effectiveness and actual implementation, as well as to examine the role of teachers in influencing the effectiveness of in-service training courses. A total of 798 questionnaires have been distributed to teacher-respondents. Qualitative and quantitative approaches have been adapted to aid in the evaluation. The findings of the study, taking into account the teaching techniques' effectiveness in the in-service training courses and their impact on EFL teachers' performance, have revealed that EFL teachers' in-service training courses did not emphasize good and effective teaching technique.

This paper focuses on the impact of the organization of teaching approaches on the effectiveness of training for Jordanian EFL teachers. The sample for this study is drawn from all government schools in the Hashemite Kingdom of Jordan. The study uses a mixed-method approach whereby findings are triangulated throughout (in interviews, observations, and questionnaires). The study finds that most of the in-service training courses for EFL teachers are not properly organized. Moreover, taking into account different approaches, this study shows that a serious problem hinders the effectiveness of the in-service training courses.