المعايير المهنية لمعلمي التعليم العام بالمملكة العربية السعودية كما يراها أعضاء هيئة التدريس و المعلمون

Abstract EN

Based on the perception of Saudi faculty members and public school teachers, this study attempts to set professional standards for Saudi teachers.

The paper employed the descriptive approach (both documentary and analytical), as well as arithmetic means to determine standards’ importance, KPIs and practices.

Standards were then classified based on the groups to which they belong.

Alpha Cronbach and correlation factor were employed to ensure the validity and reliability of the study survey, which was administered to a population sample of 49 university instructors and 202 school teachers working in Riyadh.

Participants seem to agree on the importance of having six professional standards; namely: possession of knowledge and professional skills, creation of supportive environment for effective learning, understanding and organizing lesson content, lesson planning and designing learning experiences, assessment and teachers’ professional development.

In addition, findings seem to confirm that certain professional practices as endorsed by the paper can evaluate the attainment level of each standard.

Further, results appear to confirm the applicability of all standards, thereby reinforcing their importance.