THE PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL TEACHERS IN SAUDI ARABIA | ||
| مجلة القراءة والمعرفة | ||
| Volume 22, Issue 249, July 2022, Pages 1-45 PDF (1.51 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/mrk.2022.256812 | ||
| Author | ||
| Mohammed Alamri Bashayr* | ||
| Abstract | ||
Research has identified a number of factors that determine the success of the educational process, these include national policies, the nature of the educational system in the country, social and cultural norms and the quality of teachers. Many researchers believe that the quality of teachers is the most important factor amongst these factors. Teachers’ continuous professional development is a proven means to develop and maintain the quality of teachers in order to secure the success of the educational process. This study examines the teachers’ professional development process in the context of Saudi Araba (KSA). This study reviews how teachers’ continuous professional development can improve their sense of self-efficacy and has a positive impact on their professional practices. After reviewing the impact of teacher’s professional development on the delivery of content, use of teaching resources, classroom and time management and students’ learning outcomes, the study investigates the issues that hinder teachers’ participation in these programmes. It highlights different types of teachers’ professional development and the current situation in the KSA in relation to teachers’ professional development. The study investigates the views of teachers and teacher educators through a questionnaire and interview on how these programmes can be improved and how Saudi teachers can be motivated to participate in these programmes. Recommendations for related authorities and future researchers are identified, such as for authorities provision of adequate professional development programmes and facilities and perks to motivate the teachers to participate in these programmes and for researchers area specific research, research on effectivity of different types of professional development programmes including online or distance education | ||
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