The Role of School Evaluation and Accreditation in the Professional Development of Female Science Teachers in Al-Majma'ah Governorate

The study aims to explore the role of school evaluation and accreditation in the professional development of science teachers in Al-Majma'ah governorate. The sample consisted of (217) female science teachers in the governorate, and the study followed a descriptive survey methodology. The researcher designed a questionnaire comprising (41) statements across three domains: professional values and responsibilities, professional knowledge, and professional practice. The study reached several key findings, most notably: a high degree of agreement among participants on the role of school evaluation and accreditation in developing professional values and responsibilities, professional knowledge, and professional practice, from the perspective of science teachers in Al-Majma'ah. Additionally, the results revealed statistically significant differences at the (0.05) level among participants' responses regarding the role of school evaluation and accreditation in professional development, based on variables such as years of experience—favoring teachers with more than 15 years of experience—educational stage—favoring middle school teachers—and academic qualification in the professional knowledge domain, favoring teachers holding a bachelor's degree. The study also proposed several recommendations, among the most prominent of which is the importance of conducting training programs for science teachers, guided by standards in teaching and learning outcomes within the school evaluation and accreditation system, as well as global trends in science education. Keywords: Science Teachers , Professional Development , School Evaluation , School Accreditation.