Professional development requirements for natural sciences teacher

Abstract

This study aimed to specify the professional development requirements for natural sciences teachers in (lesson planning، explaining lessons، evaluating lessons and teacher professionalism) fields. This study is extracted from a research entitled “Developing Natural Sciences Teachers in Medina in terms of school accreditation”. The sample included (171 teachers) in the secondary stage، Medina، which represents (28.12%) of the study population. The sample was randomly selected from the governmental daytime schools and the researcher used the surveying descriptive method. The questionnaire included (163 items) distributed into four fields (lesson planning، explaining lessons، evaluating lessons and teacher professionalism)، also it includes 19 criteria. To verify instrument reliability and validity، external validity test was performed in addition to perform formative validity (internal constancy). Also، stability test was executed and the total stability was (0.993). To process data، a number of statistical methods used such as; frequencies، percentages، mean، Spearman correlation coefficient and Cronbach Alpha. Furthermore، the study introduced a group results whereas the most outstanding are: natural sciences teachers needs professional development with mean (2.46) and intermediate level in needs assessment scale. So، it is indicated that lessons evaluation field was in the priority with mean (2.42) followed by lesson planning with mean (2.46)، then explaining lessons with mean (2.467) and teacher professionalism field with mean (2.51).