The Degree of Practicing Critical Thinking Skills among Teachers in The First Cycle of Basic Teaching Stage and Its Relationship with Some Variables (Gender, Years of Experience) A Field Study in The Official Schools of Tartous City

Abstract

This research aimed to measure the degree of the practicing the critical thinking skills (induction, deduction, comparison and contrast, classification, determining the relationship between cause and effect, summarization, and discrimination) by teachers in the first cycle of basic teaching stage and to investigate the impact of sex, and the years of experience on this degree. To achieve that, the researcher used the descriptive approach, and prepared a measure of the critical thinking skills containing (29) paragraphs, as it was ascertained validity and reliability, and distributed to a sample of (53) teachers of the first cycle of basic teaching stage in the official schools in Tartous city. The results showed that the research sample exercise critical thinking skills moderately, and that male teachers engage in critical thinking skills equally exercised by the female teachers, and the results also showed the absence of statistically significant differences in practices of critical thinking skills among teachers due to the variable years of experience. The researcher suggested the establishment of training courses for the development of critical thinking skills among the teachers in basic teaching stage.