Self-efficacy and its relationship to sustainable professional development among middle school teachers in the light of the strategic plan and Egypt's vision 2030

The study aimed at trying to discover the nature of the relationship between self-efficacy and sustainable professional development standards for middle school teachers. The sample of the study consisted of (260) middle school teachers in the educational departments of Minia (Al-Adwa - Matay - Deir Mawas), (117) teachers, and(143 ) female teachers. The study used the descriptive correlational comparative approach, and the study included a measure of self-efficacy for teachers, The study included a self-efficacy scale for teachers prepared by: Tschannen & Holy (2001) translated by Al-Dhafri (2010), and a sustainable professional development scale with its dimensions (philosophical - social - psychological) (prepared by: the researchers), The results showed that there is a direct correlation between the degrees of self-efficacy and its dimensions and the degree of sustainable professional development in its dimensions among the study sample. It was possible to predict sustainable professional development in light of the (teaching and classroom management) dimensions of self-efficacy, and statistically significant differences were found between males and females in competence. Self-efficacy and sustainable professional development among middle school teachers in Minya Governorate, in the direction of females. I also found statistically significant differences between the opinions of the research sample according to the categories of years of experience in self-efficacy and sustainable professional development among the study sample