The Nature, Content, and Needs of The Professional Development Programs Among Teachers in Inclusive Schools: A Qualitative Study

Abstract

This phenomenological qualitative study aimed to explore the nature, content, and needs of teachers’ professional development who work in inclusive schools to implement a high-quality inclusive education. Data were collected from semi-structured individual interviews with 12 teachers working in inclusive schools in the Kingdom of Saudi Arabia, and the participants were selected using the purposive sampling method. We used thematic analysis that included organizing, coding, and interpreting the data. The findings concluded five main themes that reflected the experiences of teachers towards their professional development programs, (1) the methods of providing and implementing professional development programs, (2) the characteristics and elements of the professional development programs, (3) the contents of professional development programs, (4) the weakness of the current professional development programs, and (5) professional development requirements for inclusive education teachers. Recommendations were also presented to enhance the effectiveness of professional development programs for teachers and improve their professional competencies.