Abstract

The study aimed to identify the effect of teacher's professional development on motivating the institutional excellence of public educational schools in Makah from the educational supervisor's perspective. The researcher used the descriptive relational approach. and a questionnaire to collect the information from the study sample. which consisted of (282) educational supervisors. and the study population consisted of (318) educational supervisors. The results showed that the reality of teacher's professional development was medium with mean of (3.09). The results also showed that there were no statistically significant differences at the significance level (alpha less than 0.05) due to educational qualification and experience. The results also indicated that the degree of institutional excellence was medium with mean of (3.18). And also showed that there were no statistically significant differences at the significance level (alpha less than 0.05) due to qualification and experience. The results of the study also showed a positive correlation and statistic function at the level of significance (0.01) between the teacher's professional development of and institutional excellence with a correlation coefficient of (0.673). The results also showed that there is statistically significant effect at the significance level of (alpha=0.05) for the teachers professional development on motivating the institutional excellence of schools. In light of the results. the study recommended a number of recommendations that seek in their entirety to urge school leaders to give professional development to teachers a priority in school programs and activities in order to achieve the desired institutional excellence in schools of the Ministry of Education.