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The Role of In-Service Training Programs in Teachers Development

Seham Defallah Ali Alfaidi and Fatma Ahmed Mohamed Elhassan
Department of Humanities, University of Hafr Al Batin, Quaryah Oliyah, Saudi Arabia

Abstract—This study aimed at exploring the role of in-service training program in teachers’ development. The diversity and continuity of these programs were crucial, as well as the educational and personal needs of the teachers. The study followed the descriptive analytical methods, and the questionnaire was used as a tool for data collection. The sample was five hundred (500) participants chosen from the teachers of government schools in Saudi Arabia. The results of the data were analyzed by Statistical Packages for Social Science (SPSS) programme using percentage and means. The results revealed that most of in-service training programs focused on a single side of teachers’ development related to the teachers’ specialization or profession. In addition, these programs did not contribute to the teachers’ personal and educational needs. The study recommended that, in-service training programs should not focus on a single side of teacher development, but it should focus on the overall take into consideration the teachers personal and educational needs. In order to make these programs more effective, they should be diverse and continuing

Index Terms—ducation, in-service training, teacher needs

Cite: Seham Defallah Ali Alfaidi and Fatma Ahmed Mohamed Elhassan, "The Role of In-Service Training Programs in Teachers Development," International Journal of Learning and Teaching, Vol. 6, No. 3, pp. 191-195, September 2020. doi: 10.18178/ijlt.6.3.191-195

Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.