TRAINING NEEDS FOR PRIMARY SCHOOL TEACHERS IN TABUK TO DEVELOP CLASSROOM MANAGEMENT

Abstract

Abstract: This study sought to explore the training requirements of primary grade teachers in Tabuk City for the development of classroom management. The descriptive approach was employed, and a questionnaire was used as the primary data collection tool. The study population consisted of all primary grade teachers in Tabuk City (300 teachers) during the academic year, from whom a random sample of 169 teachers was selected. The findings revealed that the importance of training needs related to classroom management was rated as high in both administrative and educational domains. The administrative domain recorded a mean score of 4.03, while the educational domain obtained a mean score of 3.99, indicating a high level of training needs among teachers. The study recommended designing specialized training programs that focus on classroom leadership, effective communication skills, the use of educational technologies, and efficient classroom crisis management to enhance teachers’ professional competencies and improve classroom performance in public schools.