Saudi Teachers’ Experiences With A Professional Development Program In The United States

Abstract

The Kingdom of Saudi Arabia began to enhance and develop the system of Saudi education. Therefore, the Saudi Ministry of Education allowed Saudi teachers to travel to the United States to participate in an American university-sponsored professional development program provided by the Midwestern University College of Education, Health and Human Services in Ohio titled Building Leadership for Change through School Immersion program (Khbrat-BLCSI Program). The purpose of this study was to investigate Saudi teachers’ experiences while participating in the program. A case study was conducted to better understand the complexity of teacher’s experiences during their participation. One primary research question and two sub- questions guided data collection and analysis. The primary research question was: What are Saudi teachers’ perceptions of their experiences of the Khbrat- BLCSI professional development program in the United States? The two sub-questions were (1) What are Saudi teachers’ perceptions of the Khbrat- BLCSI professional development program’s applicability to their work in Saudi Arabia? and (2) While engaged in the Khbrat- BLCSI professional development program, what problems and pleasures did Saudi teachers experience? This study included seven female teachers. Three sources of data—surveys, an interview, and journals—were collected. The findings indicated that participating teachers were impacted professionally and personally. These teachers were able to transfer and apply what they learned from the Khbrat- BLCSI program. The findings also indicated that Saudi teachers had a positive and critical experience in the Khbrat-BLCSI program. Participants faced a few challenges related to the structure of the program.