Swinging between Policy and Preparation: Kindergarten Teachers Relocating for Teaching Primary School Students in Saudi Arabia
Allehyani, Sabha H; Alfayez, Shatha A.

Abstract
Background: The evaluation of teachers' performance educating children according to international or local standards is one of the important issues in achieving the quality of the educational process. Preparing teachers to teach through providing them with opportunities to enroll in training programs is one of the serious steps in education policies, which are combined with field experiences for these teachers. Methods: The performance of female teachers in the primary stage was observed, both those who had previous experience in teaching the primary stage, and those who were assigned from teaching kindergarten to teaching the primary stage without prior qualification. The performance of all parameters (n = 100) in public schools in the city of Mecca, Saudi Arabia was observed through a performance diagnostic card, which included eight basic criteria. Results: Generally, the results of the analysis revealed that the primary female teachers who had sufficient and previous experience in teaching the primary classes had an average score in the performance evaluation higher than the performance level of the female teachers who had no experience and were not previously qualified to teach the primary stage. Conclusion: Based on the valuable results of this study, which clarified the influence of the ministerial decision in the Kingdom of Saudi Arabia regarding the assigning stage, which did not include the pre-qualification of kindergarten teachers in teaching the primary stage on professional performance.

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