Professional Development of Science Teachers at the Basic and Secondary Education Levels in Marib City between Reality and Training Needs: A Field Study

Abstract

      This study aims to diagnose the current status of professional development programs provided to science teachers at the basic and secondary levels in Ma'rib City, and to identify their actual training needs from their own perspectives, in light of contemporary educational challenges. The study employed the descriptive survey methodology, and a questionnaire was administered to a sample of (56) science teachers working in public schools. The results revealed a notable weakness in professional development opportunities, as (39.3%) of teachers had not received any training program during the past five years. Furthermore, it was found that most of the programs offered focused on theoretical aspects, with little connection to actual classroom practice. Regarding training needs, the results indicated a high level of urgency in several areas, foremost among them: utilizing technology and artificial intelligence in education (100%), producing teaching aids from environmental materials (89.3%), designing practical activities (87.5%), managing overcrowded classrooms (85.7%), and teaching difficult scientific concepts (82.1%), in addition to other needs related to alternative assessment, active learning, school laboratory management, producing scientific research, and educational supervision. The results also revealed a set of obstacles limiting the effectiveness of professional development programs, most notably: lack of follow-up after training (67.9%), insufficient practical components in the programs (60.7%), and inappropriate timing of program implementation (53.6%). Regarding preferences, teachers showed a clear inclination toward interactive training methods, such as workshops and intensive courses, preferring implementation during the summer vacation over a relatively short duration. Concerning developmental suggestions, teachers emphasized the necessity of linking programs to actual training needs, enhancing the practical aspect, and activating post-training follow-up appropriate to the nature of science teaching. In light of these findings, the study recommends the need to develop professional development programs for science teachers at the basic and secondary levels according to a needs-analysis-based methodology, achieving integration between theoretical and practical aspects, and enhancing the sustainability of training impact.