Journal Article

التنمية المهنية المستدامة لمعلمي المدارس الثانوية بمحافظة جدة في ضوء متطلبات معايير الاعتماد المهني

محمد، أشرف السعيد أحمد, الزايدي، أحمد بن محمد خلف

2015

Overview

The study aimed to set a suggested proposal for teachers' sustainable professional development in light of the requirements of professional accreditation standards. To achieve that, a field study conducted to identify in which styles of professional development teachers of public secondary schools have participated. In addition, the study aimed to identify to what extent the professional development styles achieved their objectives. Another purpose of the study was to determine the factors that affect teachers' participation in the existing professional development programs, and to explore the differences among teachers' responses, which may attribute to the difference in their Qualifications, majors and years of experience. In order to achieve the study objectives, researchers used the descriptive approach and prepared a questionnaire consisting of three dimensions. The questionnaire was applied on a random stratified sample of public secondary schools teachers in Jeddah , amounted 358 teachers representing about (10.1%) of the study population. The study findings revealed that the most professional development styles in which teachers were involved in the last three years were the one-day training program followed by classroom exchange visits whereas, the training programs outside the kingdom and the one semester training programs in higher education institutions were the less forms of professional development in which teachers were engaged. Moreover, findings revealed that the forms of teachers' sustainable professional development have achieved their objectives at a moderate degree. The most achieved objectives were changing the attitude towards professional theses and improving teaching skills. Furthermore, findings determined that the most factors hindering teachers' participation in the professional development programs were workload followed by personal conditions and the lack of intensives for participation. The study revealed that there were no statistical significant differences between teachers regarding their participation in the professional development programs due to the difference in the study variables. The study was concluded with a suggested proposal for professional development in light of the professional accreditation standards retirements. The study recommendations are disseminating the culture of standards and professional accreditation in school environment, overcoming all organizational and social obstacles that hinder teachers' participation in professional development programs and putting the study suggested proposal into practice.

• Publisher: المركز العربى للتعليم والتنمية
• Subject: التنمية المهنية المستدامة / جدة، السعودية / معايير الاعتماد المهني / معلمو المدارس الثانوية