تقييم فعالية برامج تدريب المعلمين التي ينفذها المركز التربوي للبحوث والإنماء : دراسة على معلمي الرياضيات في المدارس الرسمية في بيروت
This study aimed to evaluate the effectiveness of training programs implemented by the Educational Center for Research and Development on the performance of mathematics teachers in public schools in Beirut Governorate, using Kirkpatrick’s model at its fourth level (Results) and from the teachers’ perspective. A qualitative approach was adopted through focus group discussions, with three sessions conducted, each involving (10) female teachers who had participated in the training courses. The sessions explored various aspects of training, including improvement in job performance, meeting expectations, acquisition and application of skills and knowledge, changes in students’ behavior, and identification of new needs after training. The research sample comprised (15) schools out of (33), representing (45.45%) of the total, and included all mathematics teachers in these schools, totaling (30) participants. Findings revealed that training partially improved job performance, yet a gap persisted between program content and teachers’ expectations, alongside weaknesses in skill acquisition and application due to organizational and environmental constraints. The impact on students’ behavior was limited, reflecting the absence of precise mechanisms for identifying teachers’ actual training needs. Based on these results, the study recommends updating training curricula, adopting more interactive strategies, and reinforcing continuous evaluation mechanisms grounded in scientific models to ensure program effectiveness and achieve intended educational goals. (Published abstract)