Objective Thinking Skills among Mathematics Teachers and Their Relationship to Their Teaching Performance

Abstract

The current research aims to identify the objective thinking skills of mathematics teachers and their relationship to their teaching performance. The research population consisted of mathematics teachers working in morning primary schools affiliated with the General Directorate of Education of Baghdad Al-Karkh II for the academic year (2022–2023). The main research sample included (200) male and female teachers.

  To achieve the research objective, the researcher developed a questionnaire as a tool for data collection. The instrument was presented to a panel of experts and reviewers to verify its validity. Its reliability was also established, and the final version was administered to the main sample. The research instruments consisted of an Objective Thinking Skills Test comprising (28) items and a Teaching Performance Observation Checklist comprising (57) items.

  Based on the responses of the main sample, the data were analyzed statistically using the mean, standard deviation, and t-test as statistical methods. The results of the statistical analysis revealed that mathematics teachers possess objective thinking skills and that there is a moderate positive correlation between objective thinking skills and teaching performance among mathematics teachers.

  The researcher reached several conclusions, including the existence of a moderate positive correlation between objective thinking skills and teaching performance among mathematics teachers. A number of recommendations were proposed, such as organizing scientific and educational seminars on the various activities adopted for teaching thinking skills in order to identify participants’ views and the extent of their contribution to training. The study also suggested several future research directions, including investigating the relationship between objective thinking skills and academic achievement among secondary school students.