تقويم الأداء التدريسي لمعلمي العلوم الشرعية في ضوء مبادئ التعلم النشط من وجهة نظر قادة المدارس و مشرفي العلوم الشرعية

Abstract EN

This study aimed to create a list of principles of active learning and knowing the degree of its availability for religious sciences teachers, and knowing the differences between the average degrees of responses of religious sciences supervisors and school leaders towards employing principles of active learning during the teaching performance of religious sciences teachers.

Therefore, the study used the descriptive methodology and, for the fulfillment of the study purposes the researchers applied the questionnaire on (14) Supervisor of religious sciences, and (30) School leaders.

The highest principles available for planning were to a very high degree.

It creates educational materials that interest students and help them discover.

The least available principles were weak: planning to guide learners and help them to discover facts and knowledge, design various activities that are compatible with the abilities and desires of learners, design educational tasks that correspond to the interests and needs of learners.

The highest principles available for implementation were very high.

Where the principle guides learners to reflect on the practices and results of the learning process.

Moreover, the least available principles were very weak: encourages learners to continue learning, corrects the wrong understanding among learners.

The highest availability of assessment was of a high degree to the two principles using realistic assessment tools, allowing students to participate in self-evaluation activities and initiatives.

The least available principles were poorly presented: Provides appropriate reinforcement to motivate learners.

The degree of availability of planning and assessment principles was higher from the viewpoint of school leaders.

The availability of implementation principles was higher from the point of view of supervisors.

The results of the research also indicated that there were no statistically significant differences between the averages of estimating the degree of responses of religious sciences supervisors and school leaders towards employing principles of active learning during the teaching performance of religious sciences teachers.