Evaluating Arabic language Teachers’ Practice of Methods for Developing Creative Thinking Skills among Middle School Students

Abstract

The aim of the current research is to evaluate the practices of Arabic language teachers for techniques of developing creative thinking skills among middle school students. And identifying statistically significant differences at the level (0.05) in teaching practices that are attributed to the variables of academic qualification, training courses, and years of experience. The research adopted a descriptive approach, and the research population consisted of 189 teachers in Arabic language in the middle school stage in Sabya Education Administration. The research sample came to 50 teachers in Arabic language. Furthermore, to achieve the research objectives, an observation card was prepared. The research findings indicated that the extent of Arabic language teachers' implementation of the necessary teaching techniques to develop creative thinking skills among middle school students was (3.21), indicating a good level. Moreover, there were no statistically significant differences at a significance level of (0.05) among the research sample individuals' scores regarding the degree of practicing teaching techniques that enhance creative thinking skills based on variables such as educational qualification, training courses, and years of experience. In light of these findings, several recommendations were proposed. These include the necessity of utilizing a list of teaching techniques required to develop creative thinking skills among Arabic language teachers in the middle school stage. Additionally, it is recommended to provide training for Arabic language teachers by specialized trainers in curricula and teaching techniques to equip them with the necessary teaching techniques for enhancing creative thinking skills. Furthermore, encouraging Arabic language teachers to engage in reciprocal visits to explore teaching techniques to develop creative thinking.