Training program based on active learning strategies to develop the soft skills of kindergarten teachers in light of sustainable professional development

The current research aims to develop some soft skills among kindergarten teachers in light of the dimensions of sustainable professional development, through applying a program based on active learning strategies (free discussion, cooperative learning, report writing, brainstorming, mental maps, flipped classroom, think/pair. / (Participate, solve problems),  Kindergarten teachers were targeted in  Assiut Governorate Kindergartens ,and the experimental research sample consisted of 40 teachers. An experimental approach with a quasi-experimental design was used, the extent to which the kindergarten teachers in the research sample mastered soft skills before and after implementing the program was measured using the soft skills scale (prepared by the two researchers). The results showed that there was an impact of the program in developing soft skills among kindergarten teachers, where the effect size value (h²) was (0.948) and the effect size value (d) was (5.98), and the effect size values were (h²) for soft skills (skill Planning, time management skill, communication skill, decision-making skill, negotiation skill, cooperation and teamwork skill, crisis management skill, critical thinking skill) (0.929, 0.922, 0.957, 0.924, 0.891, 0.939, 0.889, 0.910) respectively, and amounted to Effect size values (d) (4.67, 4.65, 6.62, 5.02, 4.39, 5.51, 4.03, 4.64), respectively. It is noted that all effect size values were large. It also found that there were statistically significant differences at the significance level of 0.01 between the average scores of the study group’s teachers in the pre- and post-measurements in soft skills (planning skill, time management skill, communication skill, decision-making skill, negotiation skill, cooperation skill and teamwork, crisis management skill). , critical thinking skill), where the “t” values reached (22.58, 21.49, 29.53, 21.83, 17.90, 24.53, 17.69, 19.86), respectively, and all the “t” values were statistically significant at the (0.01) level, and the differences were in favor of the post-measurement. .