Abstract

The study aimed to identify the reality of educational leaders (the school leader, the educational supervisor) achieving the professional career of mathematics teachers from their point of view In public schools in the city of Jeddah, in the fields: work planning, classroom management, human relationships, evaluation, textbook and teaching methods, planning for teaching. It relied on the descriptive approach, and the questionnaire was used as a research tool. It was randomized to (657) female math teachers in government schools in Jeddah, Saudi Arabia, and the study reached the following results :The school leader achieves the professional development of mathematics teachers from their point of view in government schools in Jeddah with a high degree of investigation in the fields as a whole, with an arithmetic average (3.95) and in all of them in descending order: work planning with an arithmetic average (4.04), classroom management with an arithmetic average (4.03), human relations with an arithmetic average (3.81).The educational supervisor achieves the professional development of mathematics teachers from their point of view in the public schools in Jeddah with a high degree of investigation in the fields as a whole with an arithmetic average (3.92), and in all of them in descending order: evaluation with an arithmetic average (4.15), textbook and teaching methods with an arithmetic average (3.88), planning for teaching with an arithmetic average (3.71). In light of these results, recommendations were presented, the most important of which are: The Ministry of Education continues to train school leaders and educational supervisors in the areas of professional development of mathematics teachers. With the necessity of its work to reduce the administrative tasks of school leaders, and educational supervisors to calculate technical tasks, including professionally developing mathematics teachers.