The Level of Effectiveness of The in-service Qualification Program for teachers of Primary Grades (1-3) in the Faculty of Education at Sana'a University to their Professional Development

Abstract

   The study aims to identify the level of effectiveness of the in-service qualification program for teachers of primary grades (1-3) in the Faculty of Education at Sana'a University to their professional development, and to identify the differences in the responses of male and female teachers enrolled in the qualification program to the level of effectiveness of the program in their professional development, according to the variables: Gender, educational qualification, and years of experience. The researcher used the mixed method, which is based on combining quantitative and qualitative methods to analyze the issue of the study in depth. The researcher prepared a questionnaire to collect quantitative data, which was applied to a purposive sample of all those enrolled in the program, consisting of (40) teachers, and relied in collecting qualitative data on the semi-structured interview conducted on (12) teachers of different levels. The results of the study showed that the level of effectiveness of the in-service rehabilitation program for teachers of grades (1-3) in their professional development came with a high score on the scale as a whole, as well as a high score on all areas of the questionnaire in descending order: First, the area of professional and academic growth, then the area of preparation and planning, followed by the area of student learning and participation, then the area of classroom management and teaching skills, and lastly the area of evaluation of teaching and learning, and the results indicate that there are no statistically significant differences at the level of significance (α ≤ 0. 05 between the estimates of in-service teachers of grades (1-3) for the level of effectiveness of the qualification program in their professional development, attributed to the variables of gender, educational qualification and years of teaching experience; as well as the absence of binary or triple interaction relationships between the study variables, and the results of the qualitative study showed the effectiveness of the qualification program in the professional development of male and female teachers, represented in the acquisition of professional, cognitive, skill and value aspects and learning teaching practices. and positive attitudes towards the educational issues that the program focused on.