Primary School Teachers’ Thinking Styles
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Abstract
The current research aims to identify primary school teachers’ thinking styles and to find out the statistically significant differences in thinking styles according to the variables of gender (males - females) and the branches (scientific-humanitarian). The sample of the study consists of teachers from Salah al-Din Governorate. The cities Al-Sharqat and Baiji are chosen for the academic year 2022-2023. Their number is 2848. They were divided into (1470) males and (1378) females. The number of primary schools in the two districts reached (351). The study sample included (300) male and female teachers, distributed among (26) schools, with scientific and human specializations. To achieve the objectives of the study, the researcher adopted a scale of thinking styles, and the validity of the scale was verified by adopting (content validity - apparent validity - logical validity - construct validity). Then, the discriminatory power of the scale items was calculated stably (0.86) in the Alpha Cronbach method and (0.75) in the retest method. The data was processed statistically using the Statistical Package for the Social Sciences (SPSS). The results showed a moderate degree of thinking styles among primary school teachers. There are statistically significant differences in the variables of gender (males - females) in favour of females. There are statistically significant differences between the average scores of the sample members on the thinking styles scale according to the specialization variable (scientific - humanistic) and in favour of the humanistic.
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