The Effect of a Professional Development Program Based on Blended Learning on Self-efficacy of Female Chemistry Teachers.

The aim of this study is to explore the impact of Professional Development Program Based on Blended Learning on Self-efficacy of Female Chemistry Teachers. . In order to achieve the study objectives, the researchers used a mixed method approach with a concurrent design The study sample consisted of a purposive sample of 28 chemistry teachers who participated in the program at the Educational Training Department in Al-Kharj Governorate during the third semester of the academic year 1444 AH.
The researchers designed the study tool: : a self-efficacy questionnaire, which included three axes: cognitive competence15, emotional competence15, and teaching competence15 and a focus group interview card.
The study reached several results: there were statistically significant differences at the level of significance (α ≤ 0,05) between the average teacher responses in the pre-application and the post-application of the self-efficacy questionnaire in favor of the post-application. The program had an impact on developing the self-efficacy of teachers in all fields, and the qualitative data was consistent with the quantitative data.
Finally, the researcher presented recommendations and proposals for future studies.