التحصيل الأكاديمي للطالب المعلم (تخصص التربية الإسلامية)‎ و علاقته بالأداء التدريسي من وجهة نظر المشرف الأكاديمي

Abstract EN

The study aimed at investigating the relationship between academic achievement of teachers opting for Islamic Studies and their teaching performance.

It also tries to find out the differences between their academic achievement and teaching performance in the light of gender variable.

The study used a note card designed by the researcher comprising 5 dimensions of teaching performance, namely planning, implementation, class management, evaluation and meditation.

It is used on a sample that included 59 level eight male and female students: 42 male students and 17 female students.

The results concluded that there is no statistically significant correlation between academic achievement in the subjects of specialization, teaching performance and academic achievement in educational subjects and teaching performance.

Further, there is no statistically significant correlation between academic achievement in general preparation subjects, teaching performance, and overall academic achievement and the academic performance.

The results also revealed the absence of statistically significant differences between the males and females in the academic achievement of specialization subjects, educational preparation materials, general preparation materials, and total achievement.

The study also found that there are statistically significant gender differences in teaching performance in favor of the females