The sustainable development of teachers in some Western countries and how to benefit from it in developing the performance of Saudi school teachers (a suggested proposal)

The present study aimed to reveal the reality of sustainable development programs of teachers in the Kingdom of Saudi Arabia, to identify the training programs and methods provided for teachers to achieve sustainable development in England, China and Malaysia, in addition to suggesting a proposal for the enhancement of sustainable development programs of teachers in the light of the experiences of England, China and Malaysia. To achieve the objectives of the study, the study followed the analytical descriptive approach, which is based on the description, analysis and comparison of the phenomenon. The results of the study revealed the interest of the Kingdom of Saudi Arabia in achieving sustainable development for teachers through professional programs and political legislation that ensure the achievement of continuous professional development for teachers, which achieves the quality of education. In the field,. Malaysia has been interested in professional learning communities for teachers in order to exchange experiences among them and improve actual teaching skills. It has also paid attention to action research and its role in achieving sustainable development for teachers. As for China, it has been interested in designing electronic programs to achieve simultaneous communication between teachers to overcome the spatial separations and distances between cities and villages, which prevent the achievement of sustainable professional development for all workers in the country.