High School Science Teachers' Perceptions of Evaluating Teacher Professional Development Programs in Saudi Arabia

Abstract

This paper aimed to identify the perceptions of high school science teachers in Saudi Arabia regarding the evaluation of perceived professional development (PD) program through identifying evaluation aspects and tools and methods in the light of Guskey model. To collect the data, the researchers developed a questionnaire with four domains. The content and face validity were ensared, then the questionnaire was administered on a pilot sample of 71 science teacher. The final version was administered on the sample consisting of high school science teachers in four educational administrations (1693 teachers); the responses was 377 from male and female teachers. The results indicated that the five aspects in Guskey model was covered with moderate means in PD programs with slight variations among these aspects; moreover, the results revealed that many tools and methods were used to collect the data for the evaluation of PD programs; some of these tools and methods were used more than some others. The results also indicated that the science teachers believe that all aspects of PD program evaluation are important; they also believe that some tools and methods are important to collect the data related to these aspects.