مدى امتلاك مدرس الرياضيات للمرحلة الثانوية في العراق لمهارات الذكاء الإستراتيجي

Other Title(s)

The extent to which a secondary school mathematics teacher in Iraq possesses the skills of strategic intelligence

Joint Authors

البدري، نعيم عجيمي
ريسان، أزهار عبد

Source

نسق : مجلة علمية محكمة متخصصة

Publisher

Iraqi Association for Educational and Psychological Studies

Publication Date

2022-03-31

Country of Publication

Iraq

No. of Pages

17

Main Subjects

Educational Sciences

English Abstract

The study aimed to know the extent to which a secondary school mathematics teacher in Iraq possesses the skills of strategic intelligence.

The two researchers used analytical description to achieve the aim of the study, the study sample consisted of mathematics teachers who work in different positions within school administrations in Dhi Qar /Nasiriyah (school year 2020-2021) including private middle schools.

The research sample consisted of (60) teachers who were chosen randomly with consideration for years of practice.

The researchers prepared a test that includes (20) objective questions which were (multiple choice) and there were four choices for each question, three of which are wrong and one choice is correct, and they were presented to experts with knowledge in the education field.

The validity and reliability of the test were verified, and the (Pearson correlation coefficient) was used to extract the correlation coefficient between the degree of application of the first and second test, the reliability coefficient according to this method was (0.77).

The results of the study showed that the arithmetic mean of mathematics teachers who are still teaching mathematics in their schools without practicing a position other than teaching has reached (36.18), with a standard deviation of (4.22), and that the arithmetic mean for mathematics teachers with administrative positions within their schools has reached (41.38), with a standard deviation of (6.12) and to determine the significance of the difference between them, a (t-test) was used for one sample, where the calculated t-value amounted to (25.27) and when compared with the tabular value of (1.98), the difference is statistically significant for mathematics teachers with administrative positions with the level of significance (0.05) and those who practiced administrative positions after teaching mathematics for a few years.

In conclusion the researchers recommend: that mathematics teachers should be given job opportunities in administrative and leadership positions within the administration of their schools, directorates of public education, and relevant ministries and councils , and that mathematics teachers should be encouraged to carry out work that requires high leadership ability to instill confidence in them.

Data Type

Conference Papers

Record ID

BIM-1431283

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