The Reality of Professional Competency Development Programs for Non-Therapeutically Qualified Teachers and Their Professional Development: The Diploma Program in Educational Qualification – Faculty of Education – Al-Marj as a Model

Abstract

     This study aimed to evaluate the effectiveness of the Diploma Program in Educational Qualification offered by the Faculty of Education – Al-Marj, in addressing the shortage of pedagogically unqualified teachers and improving their teaching performance in accordance with the needs of the educational environment in Libya. Despite the increasing number of teachers, their pedagogical qualification remains insufficient, negatively impacting education quality. Using a descriptive approach, the researchers administered a questionnaire consisting of 29 items to a simple random sample of 70 teachers out of 300 teachers enrolled in the program to assess the program’s reality and its role in developing both academic and practical aspects.

The results showed that the program plays a significant role in enhancing the performance of non-specialized teachers, particularly in teaching practices and professionally preparing them to handle various classroom situations. Eighty-nine percent of participants praised the program for encouraging the adoption of modern teaching methods and the use of advanced educational techniques, while 83% emphasized the importance of practical application in enhancing learning. Moreover, 77% indicated the necessity of continuous follow-up after program completion to ensure sustained benefits. However, the study revealed some challenges, including a weakness in practical application compared to theoretical content (71%), content complexity (70%), and similarity to lower-level training courses (62%).

In conclusion, the study recommends developing the program to include intensive field training, increasing the intake of non-specialized teachers to address the pedagogical shortage, and designing training content that reflects local environmental needs. It also highlights the importance of providing incentives to encourage teachers to complete the program and establishing sustainable partnerships between the faculty and schools to support continuous monitoring and improve education quality in Libya.