معوقات التنمية المهنية الذاتية لدى معلمات المرحلة الابتدائية بمدينة الرياض من وجهة نظرهن

Abstract EN

The current study aimed at probing the status quo and difficulties of self-professional development among the primary stage female teachers from their viewpoints in Riyadh.

Furthermore, the study aimed at presenting some suggestions that might contribute in functionalizing self-professional development, and identifying the effect of some categorizing factors, namely, the educational degree, type of educational degree, years of experience and specialization.

The study adopted the survey descriptive method and a questionnaire consisting of 35 items under three main dimensions was utilized as a research instrument.

The population of the study were the primary stage female teachers in Riyadh city totaling 13725 and the questionnaire was completed by only the participants totaling 375 female teachers.

The results of the study revealed that the primary stage female teachers moderately agreed upon the items related to the dimensions of self-professional development status quo indicating that the primary stage female teachers rarely practice the self-professional development activities.

The participants strongly agreed upon all the items related to the difficulties of self-professional development indicating that such difficulties are existed to a considerable degree.

Finally, the results of the study revealed that the primary stage female teachers strongly agreed upon all the items related to the dimensions of the suggestions of self-professional development indicating the importance of the available suggestions for overcoming such difficulties among the primary stage female teachers.