الفهرس 
مقدمةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current study aimed at: Developing the performance skills of secondary school chemistry teachers through a training program based on the training needs of these teachers, and investigating the extent to which the training courses attended by teachers meet their training needs, through the evaluation questionnaire for training courses that were distributed to the trained teachers for each course held during the academic year (2018-2019). The researcher adopted the descriptive approach to answer some of the research questions, where a Training Needs Assessment Questionnaire was distributed among the study population composed of (40) secondary school chemistry teachers in Al-Baraka District of Benghazi City. Based on the results revealed by the questionnaire on the needs of chemistry teachers, the proposed training program was developed. The researcher also used the quasi-experimental approach to measure the effectiveness of the proposed training program in developing the performance skills of secondary school chemistry teachers, as a random sample of (24) teachers from different secondary schools in Al-Baraka district of Benghazi was selected, and a Performance Observation Card was applied to them before and after and after attending the training program. The results revealed that there are statistically significant differences at the level (α≤0.05) between the average performance of secondary school chemistry teachers in the pre- and post-test for the skills of planning, executive and evaluation aspects of teaching in favor of post-test, which indicates the effectiveness of the proposed training program in the development of teaching skills of chemistry teachers. In light of the findings of the study, the researcher presents a number of recommendations, including: Taking advantage of the proposed training program when designing training programs for chemistry teachers of different school stages. The researcher also made a set of proposals for future studies to be an extension of the current study.