The Degree of applicability of Professional Development Indicators for Teachers in The Light of The School Performance Leadership System

Abstract

The purpose of this paper is to identify the degree to which the school leadership can apply the indicators of professional development (specialization, education, exposure, learning groups) of female teachers in public schools in the light of the school performance leadership system. In addition, the paper aims to detect statistical differences in the responses of school leaders on the degree to which school leadership can apply indicators of professional development under their educational qualifications and experiences.

To achieve these objectives, the researcher used the descriptive approach, where she adopted the questionnaire as a data collection tool. The total population of 122 secondary school leaders in Jeddah was included in the study, and the SPSS program was used for statistical analysis.

The results of the study showed that the degree of applicability of the school leadership to the indicators of professional development (specialization / exposure) of teachers in the public schools was (Agree). Moreover, the responses to the degree of applicability of the school leadership to the indicators of professional development (education / learning groups) was (Strongly agree).

The study showed statistically significant differences between the average views of the leaders of secondary schools in public education in Jeddah towards the possibility of applying the indicators of professional development (specialization, exposure, learning groups) due to the differences in (educational qualification / years of experience).

The absence of statistically significant differences between the average views of the leaders of secondary schools in public education in Jeddah towards the possibility of applying the indicators of professional development (educational) went back to the differences in (scientific qualification / years of experience)