التّدريب في المركز التّربويّ للبحوث والإنماء وأداء معلّمي الرّياضيّات في المدارس الرّسميّة في محافظة بيروت
This study aims to explore the effectiveness of the training programs applied by the Center for Educational Research and Development in developing the performance of mathematics teachers in public schools in Beirut governorate. This study is based on the Kirk-Patrick training evaluation model, while providing a theoretical framework for the concepts of the training programs. Given the nature of the study, a mixed (quantitative, qualitative), descriptive, and inferential approach was adopted. Six tools were used to collect data: tests, questionnaires, classroom observation cards, and focus groups. This enabled accurate collection and analysis of data to extract practical results and guidance. Based on this methodological framework, the research population consisted of (37) public schools in Beirut governorate, comprising (73) male and female teachers and (37) male and female principals. The study sample was randomly selected from (15) schools, including (15) male principals and (30) female teachers who teach mathematics in grades one through six, Representing (45.45%) of the original population. The results, according to the four levels of the Kirkpatrick model, revealed that teachers expressed initial satisfaction with the course content and training methods (level 1: feedback). They acquired theoretical knowledge that was not fully translated into integrated applied skills in the classroom (level 2: learning). However, they were partially able to transfer this knowledge to classroom practices, with clear individual differences emerging (level 3: applied behavior). The final evaluations (level 4: results) showed a limited impact of the training programs on the trainees' professional performance and their academic achievement. The results also indicated statistically significant differences between the levels of the Kirkpatrick model, with the differences favoring the reaction level compared to the learning and behavior/application levels and that trainee satisfaction with the training does not necessarily guarantee practical application, while deep learning represents the essential factor for transferring knowledge to applied behavior in the classroom. On the other hand, teachers' personal variables did not show significant differences in feedback, learning, or applied behavior. Based on these results, the study concluded with a set of recommendations that contribute to enhancing the effectiveness of training, including professionalizing the training staff, updating curricula according to the actual needs of teachers, developing in-depth training programs and evaluating them based on scientific models and foundations that enable the measurement of training effectiveness and its impact on learning and applied behavior, encouraging the application of effective strategies within classrooms, and integrating digital tools and technologies to support continuous learning. It also recommended conducting future studies to employ artificial intelligence and analyze the impact of training and conducting comparisons between public and private schools to study the impact of different environments on the effectiveness of training programs. (Author's abstract)