Integrative thinking of university teachers

Abstract

The current research aims to identify the integrative thinking of university teachers and the significance of the statistical differences in the integrative thinking according to the gender variable (male-female) among the university teachers. To achieve the research objectives, the two researchers adopted the integrative thinking scale prepared by (Martin, 2007) and translated by (Al-Jubouri, 2021). The integrative thinking scale was From (53) paragraphs while the apparent validity of the tool was verified. The stability of the scale was verified by the retest method, and the stability coefficient was (0.87), while the stability coefficient of the tool by Cronbach's alpha method was (0.75). The tool stability coefficient by the scale sensitivity method was (3, 559), and the scale was presented to a group of arbitrators specialized in the field of educational psychology, measurement and evaluation, as the research sample amounted to (400) teachers from the University of Diyala and using statistical methods (the t-test for one sample, the t-test for two independent samples, the alpha-Cronbach coefficient. The Pearson correlation coefficient, the analysis of variance between individuals and the variance of error, and using the statistical bag (spss). The results of the research showed that there is an integrative thinking among university teachers, and there are differences Statistically significant according to the gender variable (male-female) and in favor of males. The research came out with a set of proposals and recommendations