واقع الممارسات التأملية لدى معلمي و معلمات الرياضيات في منطقة نجران

Abstract EN

The present study aimed to identify the estimation degree of the contemplative practices reality of teachers of mathematics, in accordance with gender, scientific qualification, years of experience and teaching stage.

To achieve this aim, the descriptive approach was used.

The study sample consisted of (186) teachers in Najran region in Saudi Arabia.

They were all chosen via the convenience sampling technique.

A questionnaire for the contemplative practices was developed and used after being validated and verified.

Findings showed that the teachers' estimation degree of the contemplative practices was moderate.

Moreover, significant differences in the level of the contemplative practices of the teachers' total degree on the whole questionnaire and its domains were revealed due to gender in favor of the female teachers.

There were also significant differences due to the scientific qualification in favor of Master's degree holders, in addition to differences due to the years of experience in favor of five to ten and more than ten years.

However, no significant differences were found due to the teaching stage.

In light of these findings, the study recommended the importance of paying attention to the development of the contemplative practices of mathematics teachers through the design of strategies that focus on this side.