معوقات التنمية المهنية لدى معلمات رياض الأطفال في دولة الكويت

Abstract EN

The purpose of the study is to explore the perceptions of Kuwaiti kindergarten teachers regarding the professional development constraints confronting them, and to find if there were significant differences among teachers regarding their perceptions of the professional development constraints according to the number of working years and their qualifications.

Descriptive methodology was used, and questionnaire was the main instrument to collect data from 307 Kuwaiti kindergarten’s teachers selected using the random stratifies sampling.

The finding of the study showed : (1) A high degree of professional development constraints in certain domains found in descending order (professional development methods, supervision, curriculum and activities, school administration, kindergarten teacher preparation), and on moderate degree in the domain of teacher personality, (2) After using One way-ANOVA, there were significant differences among teachers regarding their perceptions of the professional development constraints according to the number of working years for teachers who worked between 10-15 years as kindergarten teacher ; (3) after using t- independent test, there were significant differences among teachers regarding their perceptions toward the professional development constrains according to their qualification, and teachers with bachelor degree were perceived negatively more than other teachers with higher degrees in terms of high availability of professional development constraints in developing training for enhancing teacher personality, and school administration.

Based on these results, procedural recommendations were suggested to assist the top administration to work get rid of the professional development constraints and ensure designing and implementing quality professional development opportunities.