دافعية الإنجاز لدى معلمي اللغة العربية وعلاقتها بالتدريس الإبداعي لديهم في مديرية تربية الخليل
Date
2024-01-11
Authors
آية وليد خالد الحموز
Aya Waleed Khaled Al-Hamuz
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة التعرف إلى علاقة دافعية الإنجاز لدى معلمي اللغة العربية بالتدريس الإبداعي لديهم في مديرية الخليل، ولتحقيق أهداف الدراسة اعتمدت الباحثة المنهج الوصفي الارتباطي، تكوّنَ مجتمع الدراسة من جميع معلمي اللغة العربية في مديرية تربية تعليم الخليل، والبالغ عددهم (487)، خلال الفصل الدراسيّ الثّاني للعام 2022/2023م، وتكونت عينة الدراسة من (119) معلم ومعلمة، تم جمع البيانات بواسطة استبانة، بينت نتائج الدراسة أن مستوى دافعية الانجاز لدى معلمي اللغة العربية كانت مرتفعة، بمتوسط الحسابي (4.01) مع انحراف معياري مقداره (0.47)، وأن مجال الإدارة حصل على أعلى مستوى في مجالات دافعية الإنجاز بمتوسط حسابي (4.03) وانحراف معياري (0.46)، تلاه مجال المثابرة بمتوسط حسابي قدره (4.02) وانحراف معياري (0.55)، وأخيراً مجال الطموح بمتوسط حسابي قدره (3.97) وانحراف معياري (0.59)، وجميع المجالات كانت بدرجة مرتفعة، كما أظهرت النتائج أن مستوى التدريس الإبداعي لدى معلمي اللغة العربية كانت مرتفعة، حيث بلغ المتوسط (3.72) مع انحراف معياري مقداره (0.71) كما أظهرت النتائج أن مهارات التنفيذ حصل على أعلى مستوى في مهارات التدريس الابداعي بمتوسط حسابي (3.80) وانحراف معياري (0.76) وبدرجة مرتفعة، تلاه مهارات التقويم بمتوسط حسابي قدره (3.70) وانحراف معياري (0.77) وبدرجة مرتفعة، وأخيراً مهارات التخطيط بمتوسط حسابي قدره (3.66) وانحراف معياري (0.82) وبدرجة متوسطة. وتوجد علاقة طردية موجبة بين دافعية الإنجاز لدى معلمي اللغة العربية والتدريس الإبداعي لديهم في مديرية الخليل، وهذا يدل على أنه كلما كانت دافعية الانجاز عند المعلمين أعلى، كلما زادت لديهم مهارات التدريس الإبداعي، والعكس صحيح. كما أظهرت النتائج عدم وجود فروق في متوسطات مستوى دافعية الإنجاز لدى معلمي اللغة العربية في مديرية الخليل باختلاف (الجنس، المؤهل العلمي، سنوات الخبرة، الجهة المشرفة). وأظهرت النتائج عدم وجود فروق في متوسطات مستوى التدريس الإبداعي لدى معلمي اللغة العربية في مديرية الخليل باختلاف (الجنس، المؤهل العلمي، سنوات الخبرة، الجهة المشرفة)، وفي ضوء نتائج الدراسة أوصت الباحثة بضرورة أن يتم التركيز على مهارات التدريس الإبداعي من قبل المعلمين من خلال تعزيز المعلم المبدع لزيادة دافعية الإنجاز لدى المعلمين، وأن يثير المعلمون مزيداً من الأسئلة التي تنمي التفكير الابداعي من خلال جو يتمتع بالإثارة والحماس.
This study aimed to identify the achievement motivation of Arabic language teachers and its relationship to their creative teaching in the Hebron Directorate. The study population consisted of all (487) teachers of Arabic language teachers in the Hebron Education Directorate, In the second semester of the academic year 2022/2023 AD, there were (119) teachers, both male and female, included in the study sample. Data was collected using a questionnaire designed to achieve the objectives of the study. The results of the study showed that the level of achievement motivation among Arabic language teachers in the Hebron Education Directorate was high, with an arithmetic mean of (4.01) with a standard deviation of (0.47), and that the field of administration had the highest level in the areas of achievement motivation with an arithmetic mean of (4.03) and a standard deviation. (0.46), followed by the domain of perseverance with an arithmetic mean of (4.02) and a standard deviation of (0.55), and finally the domain of ambition with an arithmetic means of (3.97) and a standard deviation of (0.59), and all domains had a high degree. The results showed that the level of creative teaching of Arabic language teachers in the Directorate of Education of Hebron was high, with an average of (3.72) with a standard deviation of (0.71). And a standard deviation of (0.76) with a high degree, followed by evaluation skills with an arithmetic mean of (3.70) and a standard deviation of (0.77) with a high degree, and finally planning skills with an arithmetic mean of (3.66) and a standard deviation of (0.82) with a medium degree.The results showed that there is a direct positive relationship between the achievement motivation of Arabic language teachers and their creative teaching in Hebron Directorate, and this indicates that the higher the achievement motivation of teachers, the more creative teaching skills they have, and vice versa.The results showed that there were no differences in the average level of achievement motivation among Arabic language teachers in the Hebron district, according to the difference (sex, educational qualification, years of experience, supervising authority).The results showed that there were no differences in the average level of creative teaching among Arabic language teachers in the Hebron district, according to the difference (sex, educational qualification, years of experience, supervising authority). Based on the study findings, the researcher proposed the need to focus on creative teaching skills by teachers by promoting the creative teacher to increase the achievement motivation of teachers, and for teachers to raise more questions that develop creative thinking through an atmosphere that enjoys excitemen.
This study aimed to identify the achievement motivation of Arabic language teachers and its relationship to their creative teaching in the Hebron Directorate. The study population consisted of all (487) teachers of Arabic language teachers in the Hebron Education Directorate, In the second semester of the academic year 2022/2023 AD, there were (119) teachers, both male and female, included in the study sample. Data was collected using a questionnaire designed to achieve the objectives of the study. The results of the study showed that the level of achievement motivation among Arabic language teachers in the Hebron Education Directorate was high, with an arithmetic mean of (4.01) with a standard deviation of (0.47), and that the field of administration had the highest level in the areas of achievement motivation with an arithmetic mean of (4.03) and a standard deviation. (0.46), followed by the domain of perseverance with an arithmetic mean of (4.02) and a standard deviation of (0.55), and finally the domain of ambition with an arithmetic means of (3.97) and a standard deviation of (0.59), and all domains had a high degree. The results showed that the level of creative teaching of Arabic language teachers in the Directorate of Education of Hebron was high, with an average of (3.72) with a standard deviation of (0.71). And a standard deviation of (0.76) with a high degree, followed by evaluation skills with an arithmetic mean of (3.70) and a standard deviation of (0.77) with a high degree, and finally planning skills with an arithmetic mean of (3.66) and a standard deviation of (0.82) with a medium degree.The results showed that there is a direct positive relationship between the achievement motivation of Arabic language teachers and their creative teaching in Hebron Directorate, and this indicates that the higher the achievement motivation of teachers, the more creative teaching skills they have, and vice versa.The results showed that there were no differences in the average level of achievement motivation among Arabic language teachers in the Hebron district, according to the difference (sex, educational qualification, years of experience, supervising authority).The results showed that there were no differences in the average level of creative teaching among Arabic language teachers in the Hebron district, according to the difference (sex, educational qualification, years of experience, supervising authority). Based on the study findings, the researcher proposed the need to focus on creative teaching skills by teachers by promoting the creative teacher to increase the achievement motivation of teachers, and for teachers to raise more questions that develop creative thinking through an atmosphere that enjoys excitemen.