الخبرات التدريسية لدى مدرسي التاريخ وعلاقتها بأدائهم الوظيفي

Abstract EN

The research aims to know (the teaching experiences of history teachers and their relationship to their job per- formance).

to achieve the objectives of the research, the researcher followed the procedures of the descriptive ap- proach in selecting the research sample, as it consisted of (200) teachers and teachers of history in middle, second- ary and preparatory schools affiliated to the general direc-torate of education in Baghdad governorate / the second Russia, was chosen in a simple random way.

the researcher later built two research tools, one (for teaching experiences) and the second (for job perfor-mance), where the teaching experiences questionnaire con-sisted of (20) items, and the job performance scale consist- ed of (32) items, after which the psychometric properties of the questionnaire and the scale were verified as honesty.

and stability, and then applied them to the sample mem- bers.

after analyzing the data statistically, the following re-sults were obtained: history teachers have an acceptable amount of teaching experience.

teachers with teaching experience are more skilled than other teachers in the classroom.

history teachers enjoy a high level of job performance, and this is demonstrated by their familiarity with the regula-tions and laws of the educational institution.

the job performance of history teachers is high, and it is clear that the higher the teaching experience, the higher the teachers' job performance.

there is a strong correlation between both variables (teach-ing experiences and job performance), as the efforts of teaching experiences aim to achieve a radical change in performance, and this is represented by changing the meth- od and tools of work, by empowering teachers.

in light of the results, the researcher presented a set of rec-ommendations and suggestions.