The level of secondary school teachers' possession of professional competencies in light of the human capabilities development program

Abstract

The study aimed to measure the level of secondary school teachers possession of professional competencies in light of the human development program from the point of view of supervisors and school principals and to know the differences in teachers' possession of professional competencies according to the variables: gender, job grade, and years of experience for principals and supervisors. The study used the descriptive analysis method, and the study questionnaire was distributed electronically to the study population of (301) individuals from managers and supervisors, of whom (162) individuals constituting the study sample responded; (91) male and female supervisors and (71) male and female managers. Data analysis methods included arithmetic means, standard deviations, relative weights, a t-test for two independent samples, and one-way analysis of variance. The results of the study showed that secondary school teachers possessed professional competencies at a high level in the total score of the questionnaire and in all axes of the questionnaire, except for the axis (innovation and creativity). At an average level from the point of view of supervisors and managers, the order of the axes was from highest to lowest: (understanding multiple cultures, communication and participation, information literacy, work and life, and creativity and innovation). The results also showed no statistically significant differences in secondary school teachers' possession of professional competencies from the point of view of principals and supervisors according to the variables: gender, job grade, and years of experience.