دور برامج التدريب بمنطقة القصيم في تحقيق التنمية المهنية المستدامة لمعلمات رياض الأطفال من وجهة نظرهن
This study aimed to identify the role of kindergarten teachers’ training programs in Qassim region in achieving sustainable professional development, by identifying the reality of this role and its obstacles from the teachers’ point of view, as well as identifying the differences in their estimates of reality and obstacles in relation to the variables “experience, number of courses, type of kindergarten.” training center", and then presenting the necessary proposals to develop these programs. The study followed the descriptive survey method, and used a questionnaire that was distributed to all members of the study community, which numbered (1291) female teachers. The results showed that the training programs in Qassim region achieve sustainable professional development for kindergarten teachers to a large extent. From the teachers’ point of view, these programs focus on developing the positive attitudes of kindergarten teachers towards sustainable professional development in the first place, then providing them with related knowledge, and finally their interest in developing capabilities and skills related to sustainable professional development. And that the most important problems that impede the success of training programs are: the lack of clear criteria for selecting teachers who are enrolled in those programs and their lack of practical applications, the lack of specialized programs in the field of kindergartens, as well as the weakness of the training methods used in training. The results showed that there are statistically significant differences in the teachers’ assessment of the role of training programs in achieving sustainable professional development for kindergarten teachers according to the variable years of experience in favor of the more experienced teachers, as well as the difference in the training center variable in favor of the Buraidah and Al-Mithnb centers. The results also revealed the presence of statistically significant differences in the female teachers’ estimates of the obstacles to achieving training programs for sustainable professional development for kindergarten teachers in Qassim region in favor of the less experienced female teachers, as well as training courses in favor of those who received fewer courses, and the training center for the benefit of the Buraidah and Al Rass training center. The study called for the development of training programs offered to kindergarten teachers in the Qassim region by focusing on the practical aspect of training, cooperating with educational experts with expertise and specialization in universities and specialized centers, and informing those in charge of those programs of the latest educational developments in this field. The study recommended setting standards for enrolling in training programs for female teachers and working to enable them to effectively use technology in sustainable professional development. (Published abstract)