مدى معرفة مديري المدارس لمهارات التفكير الناقد من وجهة نظهرهم أنفسهم

Abstract EN

The study aimed to reveal the extent to which school principals know critical thinking skills from their point of view, by answering the following two questions: - To what extent do school principals know critical thinking skills from their point of view? - Does the school principals’ knowledge of critical thinking skills differ according to gender (principal, principal), and stage (primary, secondary)? The study population consisted of (187) principals, and the study sample consisted of (115) principals and directors from the Directorate of Education of the Kasbah of Irbid District.

The researcher used in this study a questionnaire that she developed based on previous studies and theoretical literature.

School principals of critical thinking skills, according to their estimates, were medium, and that there were no statistically significant differences (α = 0.05) attributable to gender in the extent to which school principals knew critical thinking skills, while there were statistically significant differences (α = 0.05) attributable to the school stage and in favor of the secondary stage.

The researcher explained the need to find training programs for school principals that focus on thinking in general and critical thinking in particular, in addition to laying down new foundations and criteria for selecting school principals.