معوقات التنمية المهنية المستدامة لدى مدرسي علم الاحياء في المرحلة الثانوية

Abstract

The aim of the current research is to identify obstacles to sustainable professional development for teachers of biology at the secondary level. The research was limited to biology teachers at the secondary level who are affiliated with the General Directorate of Al-Qadisiyah Education, and for the academic year 2022-2023. The descriptive research method was adopted, and the size of the research sample was (450) teachers of biology at the secondary level, they were chosen at random. To achieve the goal of the research, the researcher prepared a scale of obstacles to sustainable professional development, which in its final form consisted of (28) items. The validity and constancy of the scale were verified, as the apparent validity of the scale and its logical validity were verified, and the construction validity of the scale was verified through indicators of the discriminatory strength of the scale’s items, and the internal consistency of the scale, which was verified by revealing the relationship between the degree of the items and the total degree of the scale, and the relationship between the degree of the items with the degree of the field to which it belongs, and the relationship between the degree of the field and the total degree of the scale. The constancy of the scale was also extracted by the half-segmentation method, as well as according to the Alpha-Cronbach equation. The data was statistically analyzed and processed, and the t-test was used for one sample. The results showed that all the obstacles to sustainable professional development among biology teachers in the secondary level that were identified in the current research tool are real obstacles, as their relative weights ranged between (50% - 79%), which are high percentages, and the most prominent of these obstacles were for science teachers. The issues at the secondary level are: (the content of sustainable professional development programs does not meet their actual cognitive and professional needs), (they are not involved in determining their needs for the types of sustainable professional development programs), and (the implemented professional development programs are short-term, intermittent, and unsustainable). In light of the results, the researcher recommended the necessity of forming specialized committees of education experts to examine all the obstacles to sustainable professional development among biology teachers at the secondary level, which were identified in the current study and work to address them, and work on a continuous and comprehensive evaluation of all sustainable development programs that have been implemented and will be implemented. As well as following up on the application of what teachers have learned from these programs in the classroom. She also suggested conducting studies similar to the current research in other topics such as chemistry and physics. Keywords: Sustainable professional development, obstacles to sustainable professional development, sustainable professional development programs, biology teachers