درجة أهمية مكونات مجتمع التعلم المهني في ضوء تصميم هورد Hord من وجهة نظر معلمات العلوم الطبيعية و الرياضيات

الملخص EN

Professional Learning Communities are considered one of the best practices for effective continuous teacher professional development.

The aim of this research is to determine the most valuable components of professional learning communities to be implied by science and mathemat¬ics teachers according to Hord's model (Hord, 2008), and then compare their perspectives of these values according to their field of specialty, the school stage they teach, their scientific degree, and years of experience.

A descriptive method was implemented to collect the perspectives of the sample which consisted of 208 science and mathematics teachers; whom answered a survey consisting of 31 items, of verified content validity, and a high-reliability coefficient Alfa-Cronbach of (0.921).

Results showed strong positive support of professional learning communities, but no significant differences were found between teachers' responses depending on the field of specialty, the school stage they teach, their scientific degree, or years of experience.

Recommendations were to use these results as inputs for designing a suitable professional learning communities to enhance science and mathemat¬ics teachers' scientific and educational skills, and ensure supportive conditions, and reduce barriers that impedes sustaining high-quality professional development, which enhances teachers' perfor¬mance and students' learning.