Perceptions of Medical Teaching Staff Toward the Twelve Roles of Teachers at Almogtarebeen University: A Cross-Sectional Study

Background Faculty perceptions of their roles significantly influence educational outcomes. Harden’s model of the twelve roles for medical teachers offers a comprehensive framework to balance traditional and student-centered approaches. This study examines how faculty members at the Faculty of Medicine, University of Almogtarebeen, perceive and adhere to these roles. Methods A descriptive cross-sectional study was conducted, targeting 50 faculty members. Data were collected using structured, pre-tested questionnaires. Quantitative data analysis was performed using SPSS version 25, and qualitative insights were gathered through open-ended responses. Results Faculty members primarily identified as information providers, emphasizing teacher-centered learning in lectures and clinical settings. Less preference was shown for roles such as facilitator and resource developer. Statistical analysis identified correlations between years of experience and role perception. Barriers included limited institutional support and lack of training in student-centered approaches. Figures and tables illustrate the statistical findings. Conclusions Transitioning from teacher-centered to student-centered roles requires targeted faculty development programs and structural curriculum reforms.