التنمية المهنية لمعلمات رياض الأطفال في المحافظات الجنوبية لفلسطين في ضوء المعايير المهنية

Abstract EN

The study aims to determine the level of professional development for kindergarten teachers in the Palestinians’ southern governorates in light of professional standards from the teachers' perspectives.

It also aims to determine the differences' trends between the grades' average for kindergarten teachers in Palestinians' southern governorates for the level of their professional development in light of professional standards.

An analytical descriptive approach is adopted.

The study uses a questionnaire consisting of (40) items, including (5) aspects: Planning, teaching strategies, environment, communication, and evaluation.

The questionnaire is applied on a random sample of (333) female teachers.

The study concludes that the degree of estimation of the sample members for the professional development of kindergarten teachers is high with a relative weight of (77.82%).

The study also shows that there are no statistically significant differences at the level of evidence (0.05 ≥ α) between the assessment averages of the study sample individuals for the level of professional development of kindergarten teachers in light of the professional standards attributed to the variable of the supervising authority.

The study shows statistically significant differences at the level of evidence (0.05 α α) between the averages of the sample individuals of professional development level for female teachers.

That is regarding the professional criteria attributed to the variable of years of service in favor of female teachers whose service period exceeds 10 years.