According to the school principals interviewed, about half the schools do not receive any professional development specific to science education. This is in contrast to the recommendation by most principals that teachers receive more science teaching professional development, in particular to develop further hands-on instruction skills. The need for more professional development in science education is evident, and the recommendation for training to be provided – particularly about the nature of science – has been made in the past (Haidar, 1999). In fact, as indicated in ADEC’s 2010 New School Model Policy Manual, principals are primarily responsible for teacher performance development and faculty heads are expected to coordinate with teachers and principals on issues related to performance development. Further, teachers are expected to take responsibility over their own professional development.