Continuing Professional Development: Perceptions of Elementary School Teachers                   in Saudi Arabia

Mohamed M. Ghoneim Sywelem¹, James E. Witte² 
(1. Suez University, Egypt & Jazan University, Kingdom of Saudia Arabia; 2. Auburn University, Alabama, USA)

Abstract: This study focused on practical applications and examined the perceptions of elementary school teachers in Saudi Arabia concerning the effectiveness and facilitators/inhibitors of continuous professional development (CPD) activities. Professional development is a critical element that can ensure successful school change and development takes place within school systems. Professional and school development overlap and the common link relates to ongoing continuous improvement on the part of teachers and administrators. A specific objective of the study included ascertaining whether professional development programs were providing helpful knowledge and skills to teachers that could result in promoting student achievement. The results of this study reinforced the need to connect professional development efforts with relevant classroom topics and strategies that will allow teachers to gain and recognize the need for new knowledge and skills. Aligning the needs of teachers, administrators, and school objectives can promote teacher involvement, professional growth, and can lead the way to establishing mentoring relationships that can ensure continuous improvement occurs.

Key words: professional development, school change, teachers and administrators, Saudia Arabia