نوع المستند : المقالة الأصلية
المؤلفون
1 باحث دكتوراة، قسم القيادة والسياسات التربوية، كلية التربية، جامعة الملك خالد
2 أستاذ بقسم القيادة والسياسات التربوية، كلية التربية، جامعة الملك خالد
المستخلص
عنوان المقالة [English]
المؤلفون [English]
The study aimed to identify the mechanisms for developing teachers' professional development in light of Saudi Arabia's Vision 2030. The study aimed to detect statistically significant differences in the mechanisms of developing teachers' professional development in light of Saudi Arabia's Vision 2030 attributable to the two variables (educational qualification, training courses) and develop a proposed conceptualization of the mechanisms of developing teachers' professional development in Saudi Arabia in light of Saudi Arabia's Vision 2030. The research sample consisted of (376) male and female teachers. According to Krejcie and Morgan's sample size formula for research activities (Krejcie & Morgan). A questionnaire applied to the sample was used to collect data and achieve the objectives of the study, which included (15) paragraphs. The questionnaire was used
A five-point Likert scale to measure the sample's responses to the questionnaire's paragraphs as follows: Very High (5), High (4), Medium (3), Low (2), and Very Low (1). The study used the descriptive-analytical approach to collect, categorize, and analyze the data because of its suitability for the study. The study population consisted of all 17,005 general education teachers in the city of Tabuk, according to the Education Office in Tabuk in 1445 AH.
In light of the results of the study, the researchers recommended the following:
- Providing training courses on the development of professional development for teachers and how to apply it on the ground for all school teachers in light of Saudi Arabia's Vision 2030
- Providing appropriate support on all directions to develop professional development for teachers in light of Saudi Arabia's Vision 2030
Keywords: Professional Development, Teachers, Saudi Vision 2030.
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