برنامج تطوير مهني قائم على التدريب التعليمي في الرياضيات (math coaching) وفاعليته في تنمية الصرامة الأكاديمية لدى معلمات المرحلة المتوسطة
The study aims to build and develop a professional development program based on math coaching that is suitable for female middle school teachers and to explore the requirements needed to apply the program. The study likewise attempts to show the effectiveness of the program in the development of rigor amongst those teachers. In order to achieve this, the mixed-methods sequential explanatory design have been adopted. This two-phase design consists of a qualitative method in order to build, develop, and explore the requirements needed to apply the program followed by the experimental method’s single-group design to determine the program’s effectiveness in developing academic rigor among middle school math teachers. The tools of the study consist of two qualitative tools: observation cards and interviews used in developing the program in addition to a quantitative tool which is the academic rigor observation card. The study population comprises all the female math teachers in the middle schools of the Education Office in Riyadh Alkhabra, Qassim Region. The sample of the study is purposely selected and is made up of two teachers participating in the qualitative application of the program and nine in the experimental application. The study has built the professional development program based on math coaching proposed for middle school female math teachers and has identified the requirements needed to apply it. It has also concluded its effectiveness in developing academic rigor amongst middle school female math teachers (the study sample). In fact, the results show the effectiveness of the program in the development of the dimensions of task rigor and task implementation rigor at a significant level of (0.05) with a strong effect size as well as its effectiveness in the development of the dimensions of task discussion rigor, expectations rigor and academic rigor at a significant level of (0.01) with a strong effect size. Based on these results, the researcher has provided several recommendations to the Ministry of Education, the Direction of Training and scholarships students and the supervisors and teachers of math. The researcher has also presented several research proposals related to the topic of the study. (Author’s abstract)