شبكة المعلومات العربية التربوية

The study aimed to identify the level of formative needs of kindergarten teachers from their point of view, and also try to identify the order of formative needs, as the study tried to answer the following main question: What is the level of formative needs of kindergarten teachers, and what is the level of formative needs in both: the physical and emotional spheres The theoretical field of knowledge, the field of activities, the field of methods and strategies, the field of performance, the field of social communication. Where the student built a questionnaire To measure the formative needs, and the questionnaire in its final form consisted of six (06) fields and (79 phrases), where the student verified its validity and consistency by presenting it to a group of referees from the Department of Psychology at the University of Messila, and its validity and reliability were confirmed by applying it to a preliminary survey sample that was estimated There are (25) kindergarten teachers, and the size of the basic sample is (50) kindergarten teachers in M'sila city. The following statistical methods were used (frequencies and percentages - T-Test) for one sample, the correlation coefficient of Pearson, Cronbach's alpha coefficient, and the study reached the following results: 1) The level of formative needs in the theoretical field of knowledge of kindergarten teachers is average and statistically significant. 2) The degree of formative needs in the performance field (planning, implementation, evaluation) kindergarten teachers have an average and a statistically significant function. 3) The formative needs in the physical and emotional domain of kindergarten teachers are high and statistically significant. 4) The level of training needs in the field of activities of kindergarten teachers is average and not statistically significant. 5) The degree (level) of the formative needs related to the field of methods and strategies for kindergarten teachers is average and not statistically significant. 6) The level of training needs related to the field of communication and interaction (social behavior) among kindergarten teachers is average and not statistically significant. 7) The level of formative needs kindergarten teachers are average and statistically significant. (Author’s abstract)