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Adib Sadi

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  1. While the Kenyatta study (2015) indicated that the attitudes of male and female Kenyan Rashono teachers towards the professional development programs offered to them were high, as they positively affected the effectiveness of their teaching in middle and high schools. The researcher thinks that this is a true reality in the Jordanian environment, where there is a gap between the educational field in schools and between the decision-makers in the ministry and the training supervision bodies. The core of the gap is based on the lack of trust on the part of the teacher with the other parties. Some teachers indicated during the open questions that many trainers look down at the teachers, despite the fact that many teachers have higher degrees and experience than some of the trainers. In addition to that, program outputs and training content are sometimes repeated and out of place at other times, and the presentation mechanisms are more theoretical than practical.
  2. Discussion of the findings: The findings of the first question indicated that the level of satisfaction of science teachers with the professional development programs offered by the QRTA is generally average to the instrument used. Furthermore, their level of satisfaction is average for each field separately: learning outcomes and training content; trainers; administrative and logistical services. This is in addition to the fact that 19 of the 20 items were in the average category. This maybe due to the teachers' conviction that the programs offered to them are useless and have not met the teachers' needs or prior expectations. This is in addition to the lack of training programs directed to them compared to the large numbers of teachers and the diversity of their needs and their teaching stages; while interest in some programs focuses on advertising, photography and marketing without real follow-up to the impact of the programs on the professional lives of teachers. Likewise, there is no accurate definition of the training needs of teachers, in the light of which the training programs provided to them are adopted.
  3. With regard to the items for the trainers, the mean of all items came within the average category. The items that emphasize the skills of trainers in managing the debate, good preparation and organization in raising the highest issues came among the rest of the items of this axis. Finally, the findings of all items of the third axis related to logistical services came very close and were within the average category; bearing in mind that the highest item in this axis indicates that the time for implementing the training programs is appropriate and that the location of training and the facilities provided are good.
  4. With regard to the tool's items, all the them came within the middle category, with the exception of only one out of 20 items. It came within the weak category and with a mean of 2.64 which indicates a non-diversification in the use of learning resources, the activities used as well as multimedia. Whereas the mean arithmetic mean among all the paragraphs of the tool 3.50, which is within the middle category. The mean of the items indicates that the training programs for science teachers are well connected to their practical life. This is confirmed by the second and third items in terms of the arithmetic mean in the same axis that indicates that the training programs fulfill teachers' expectations and meet their needs, on an average degree.
  5. .Daraiseh, Lababneh and Aqil (2016) conducted a study aimed at identifying the reality of the training courses held by the Ministry of Education in Jordan in-service from the viewpoint of science teachers. The sample consisted of 68 male and female teachers. To achieve the purpose of the study, a questionnaire was constructed consisting of 30 items distributed into four areas. The findings of the study showed that the estimates of teachers of science for the reality of training courses held by the Ministry in-service were average, as the estimates were average in the area and place of training and in the area of material and moral incentives. They were high in both the area of programs and training courses and the area of trainers. Moreover, the findings showed that there were statistically significant differences attributable to the gender variable, while there were no statistically significant differences attributable to the variable of years of experience.
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