Training Needs for Professional Development of Mathematics Teachers in Light of Teacher Performance Indicators

Abstract

This study aimed to identify the training needs for professional development of mathematics teachers in light of teacher performance indicators, taken from the system of supervision and school performance and its indicators (specialized, educational, open and professional learning communities). To achieve this aim, the descriptive method was used and a questionnaire was implemented to identify the training needs for professional development of mathematics teachers in light of teacher performance indicators. The study population consisted of the supervisors and teachers in educational supervision offices in Riyadh, Saudi Arabia. There are (9) offices with (53) educational supervisors, in addition to all math teachers in the secondary level in public schools in Riyadh (n=529). The questionnaire was distributed to the whole population of the study and there was a deadline for gathering data. However, there were responses from only (33) math supervisors in the secondary level. Teachers who responded were (282) math teachers from the total population of math teachers in secondary level. The researchers found that the response rate of supervisors and teachers were suitable. There were many findings of the study and here are some of them: There are training needs for professional development of mathematics teachers in light of teacher performance indicators with a high degree end a mean of (4.19), Training needs for educational professional development came first with a very high degree and a mean of (4.30), followed by training needs for open professional development with a high degree and a mean of (4.18), then the training needs for specialized professional development in the third place with a high degree and a mean of (4.16). Finally, in the fourth place, there were the training needs for professional development as learning communities with a high degree and a mean of (4.12).