دور التغذية الراجعة في التطوير المهني لمعلمات الطفولة المبكرة بمدينة جدة
The study aimed to identify the role of feedback in the professional development of early childhood teachers in Jeddah from their perspectives, and to reveal the presence of statistically significant differences in the responses to the study sample due to the variables (specialization, years of experience, education sector) where the descriptive analytical approach was used to achieve the objectives of the study. The study tool consisted of a questionnaire that was applied to a sample of (254) early childhood teachers from the population of (1409) in Jeddah at the second semester in 1444 AH. The results of the study revealed that the role of feedback in the professional development of early childhood teachers was generally moderate, with no statistically significant differences at the level of significance (α ≤ 0,05) among the average scores of early childhoods teachers’ responses due to the variables (specialization, years of experience, education sector). Based on the results, the study recommended diversification in activating the teachers' feedback sources, concern to put plans and training programs in accordance with the teachers’ professional development needs by director and educational supervisor and spreading the culture of self-evaluation. (Published abstract)