واقع معرفة المعلمين بسياسات التطوير المهني في المملكة العربية السعودية
The study aimed to identify the reality of teachers’ knowledge of professional development policies in Saudi Arabia, and the study used the descriptive analytical approach, and applied the study tool (the questionnaire) to the study sample of (483) teachers from different regions of Saudi Arabia. The study results showed that the reality of the reality of teachers’ knowledge of professional development policies in Saudi Arabia with regard to their general vision found with an intermediate degree. The results referred that the reality of the reality of teachers’ knowledge of professional development policies in Saudi Arabia with regard to the role of various educational institutions in developing teachers professionally found with an intermediate degree, and also the reality of the reality of teachers’ knowledge of professional development policies in Saudi Arabia regarding the structure of professional development programs for teachers found with an intermediate degree, and this is represented by the approval of the study sample with an intermediate degree on each of (that the professional development programs for teachers focus on the theoretical side of development without paying attention to the practical side, and also that the programs Professional development includes the development of scientific and educational skills in addition to other skills such as: (technical, vocational, etc.). The study provided several recommendations that hopefully will help the concerned authorities focus on educating teachers about the general policies for the professional development of teachers in the Kingdom of Saudi Arabia, and making use of educational and training institutions to participate in the professional development process for teachers. (Published abstract)