The Ability of the Teachers Training Platform (Teachers) to Develop Profssional Competencies among Teachers Winning the Queen Rania Award for Educational Excellence from their Perspectives in Jordan

Abstract

The study aimed to explore the ability of the teachers training platform (teachers) to develop professional competencies among teachers winning the Queen Rania award for educational excellence from their perspectives in Jordan. Further, it aimed to reveal the relationship between this ability and variables of teacher gender, teaching experience, academic qualification, years of experience, and the number of training courses attended through the teachers training platform (Teachers). To achieve the aims of the study, the descriptive survey method was used. Further, the study instrument (questionnaire) was developed and distributed after ensuring its validity and reliability to the study sample, which consisted of (110) male and female teachers during the first semester of the academic year (2024/ 2025). Those teachers were chosen intentionally. The results showed that the ability of the teachers training platform (Teachers) to develop the professional competencies among teachers winning the Queen Rania award for educational excellence from their perspectives in Jordan was high. Further, they showed that there were no statistically significant differences in the ability of the teachers training platform (Teachers) attributed to the variables of teacher gender, teaching experience, academic qualification, specialization, and the number of training courses attended through the teachers training platform (Teachers). In light of these results, it is recommended to continue providing training courses via the teachers training platform (Teachers). Further, it is recommended to motivate teachers in the public and private sectors to attend training courses via the teachers training platform (Teachers) in order to improve their professional competencies.