The reality of the professional development of female computer teachers in the Riyadh region from their point of view

Abstract

The current research aimed to identify the reality of the professional development of female computer teachers in the Riyadh region from their point of view during the period from 1437 to 1439, and to reveal the obstacles to their professional development. The first academic year of the academic year (1440-1441 AH), and the research sample consisted of (164) female teachers who responded to the questionnaire, which was designed according to three areas: professional development activities, its sources, and obstacles to professional development. The study concluded that the most practiced professional development activities among the study sample is benefiting from the educational supervisor’s reports and directions, while the least are: training computer teachers in the field, participating in supervising field education students, and cooperating with entities or individuals in conducting research related to the field of work. . The study also found that female colleagues and self-resources are the highest sources of professional development for female teachers, and the civil institutions (programs offered, supervised, or funded by banks or companies...) represented the least practiced source of professional development. As for the obstacles to professional development, they were Represented in: the large number of job burdens, the conflict of professional development activities with the official working time, the distance between the place of residence and work, the location of the training or scientific activity, and the large number of family responsibilities and duties. In light of the results, the two researchers put forward a number of recommendations and proposals.