Teacher Perspectives on the Impact of Tracking on High School Students

Authors

  • Maitha al Mansoori Phd. Candidate, College of Education, United Arab Emirates University 2, P.O. Box No. 15551, Al Ain, United Arab Emirates
  • Ali Ibrahim Associated Professor, College of Education, United Arab Emirates University 2, P.O. Box No. 15551, Al Ain, United Arab Emirates
  • Khaleel AlArabi Assistant Professor, College of Education, Al Ain University, United Arab Emirates
  • Firas Tayseer Mohammad Ayasrah College of Education, Humanities and Science, Al Ain University, Al Ain, UAE
  • Fadi Bani Mostafa Assessment consultant, National Academy for Childhood Development
  • Youni Alhosani Phd. Candidate, College of Education, United Arab Emirates University 2, P.O. Box No. 15551, Al Ain, United Arab Emirates

Keywords:

Teacher perceptions, Tracking System, High school student, United Arab Emirates (UAE), students’ performance

Abstract

System tracking is a common practice in high schools, whereby students are grouped based on their perceived academic ability. While there is evidence to suggest that tracking can have both positive and negative impacts on students, teachers' perceptions of these impacts are complex and varied. This study examined the diverse teacher perceptions of the impacts of tracking on high school students. Using a qualitative approach, the study interviewed teachers of core subjects to explore their views on tracking and its effects on students' effort, learning, performance, career choices, and dropout rates. The findings of the study suggested that teachers have a nuanced understanding of the potential benefits and drawbacks of tracking. Some teachers believe that tracking can help students reach their full potential by providing them with a curriculum that is tailored to their abilities. Others believe that tracking can lead to inaccurate stereotypes and unequal educational opportunities, particularly for students from marginalized groups. The findings of this study have important implications for policymakers and educators. By understanding the diverse teacher perceptions of tracking, we can better design and implement tracking systems that are fair and equitable for all students.

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Published

2024-02-01

How to Cite

Maitha al Mansoori, Ali Ibrahim, Khaleel AlArabi, Firas Tayseer Mohammad Ayasrah, Fadi Bani Mostafa, & Youni Alhosani. (2024). Teacher Perspectives on the Impact of Tracking on High School Students. Kurdish Studies, 12(2), 1364–1380. Retrieved from https://kurdishstudies.net/menu-script/index.php/KS/article/view/1992