واقع النّمو المهنيّ ومعيقاته لمعلمي المرحلة الإعداديّة في مدارس شرقيّ القدس من وجهة نظر المعلمين أنفسهم
This study aimed at identifying the reality of professional development and its obstacles for preparatory level teachers in East Jerusalem schools from the teacher’s perspective, in light of the following variables (gender, academic qualification, years of experience, the school governing body). The researcher used the descriptive analytical method, and used a questioner which was distributed on the study sample that consisted of (211) male and female teachers from East Jerusalem schools during the first semester of the academic year (2021-2022). The study achieved many results, the most important of which are: The professional development of preparatory level Teachers in East Jerusalem from the teachers’ perspectives came to a high degree. The results also revealed a presence of statistically significant differences between preparatory level school teachers average estimates in east Jerusalem towards professional development among male and female teachers due to the gender variable, and the differences were in favor of females. The results indicated that there are statistically significant differences between the average estimates of preparatory school teachers in east Jerusalem towards the professional growth of male and female teachers due to the educational qualification variable and the differences were in favor of male and female teachers who have a master's degree. The results indicated that there are no statistically significant differences between the average estimations of middle school teachers in east Jerusalem towards professional growth among male and female teachers due to years of experience variable, and finally the results showed that there are no statistically significant differences between the preparatory school teachers average estimations in east of Jerusalem towards professional growth due to the variable of the school governing body. In light of these results, the researcher came up with a set of recommendations, the most important of which is: Involving teachers in organizing the content of professional development programs according to their needs and the requirements of the learning process in order to be able to achieve development, and growth of their capabilities, drew the attention of negligent teachers. Intensifying courses related to specializations and how to efficiently employ teaching skills and informing teachers of the latest teaching and evaluation methods. (Author’s abstract)