Abstract

This current study is aimed to know the role of Educational Supervisor in maintaining and achieving the sustainable professional to develop the teachers of Early Learners in Governmental School in Jeddah, according to the female leaders and the female teachers, in addition to showing the impact of the two variables of the diploma and the years of experience on its domains. Thus, the analytical descriptive approach was used within this study, to gather the data from the study sample that is constituted of 38 female leaders and 220 female teachers. The results of the study concluded that the level of the supervisor's role in achieving sustainable development for primary school teachers from the leaders' point of view was (medium) with an arithmetic average (3.35), and a percentage (67%), and the field of working within the team to a (large) degree with an arithmetic average. (3.42) with a percentage (68.4%), and the field (communication and communication, information technology, training and development) with a degree (medium) with an arithmetic average between (3.27-3.39) and a percentage between (65.4%-67.8%), and the level of the supervisor's role In achieving sustainable development for primary school teachers from the teachers ’point of view, it came to a (large) degree with an arithmetic average (3.42), a percentage (68.4%), and in the field (information technology, communication and communication, teamwork) with a (large) degree with an arithmetic average between ( 3.49-3.65) and a percentage between (69.8%-73.0%), and the field of training and development with a degree (medium) with an arithmetic average (3.01) and a percentage (60.2%). The results also showed that there were no statistical differences when it comes to the response of the governmental primary schools' female leaders about the role of the supervisor in achieving the sustainable development for elementary classes' female teachers, and it is mainly due to the two variables of the diploma and the years of experience. Lastly, the study issued few recommendations among which the necessity of the communication between the supervisor and the local community, to raise the consciousness of the school leaders in the message, vision, and objectives of the female teacher, without forgetting the responsibility of the supervisor to prepare the training material, aiming at fulfilling the needs of the sustainable professional development of female teachers.