Contemplative practices among female teachers of the Islamic studies curriculum in general education stages in Al-Ahsa district, Kingdom of Saudi Arabia

Al Zarah, Layla

doi:10.21608/jsrep.2022.273486

Contemplative practices among female teachers of the Islamic studies curriculum in general education stages in Al-Ahsa district, Kingdom of Saudi Arabia

Document Type : Original Article

Author

Layla Al Zarah

Department of Curricula and Teaching Methods of Islamic Education, College of Education, King Faisal University, Al-Ahsa, Kingdom of Saudi Arabia

10.21608/jsrep.2022.273486

Abstract

The current study aimed to determine the degree of Contemplative practices of the teachers of the Islamic studies curriculum in the stages of public education in Al-Ahsa Governorate. The reflective practices included all dimensions of the educational process (planning / implementation / evaluation / developing professional self-efficacy). The study used the descriptive approach for a sample of 260 female teachers of the Islamic studies curriculum. The questionnaire was used as a study tool, and it consisted of four main dimensions, (The planning dimension - the implementation dimension - the evaluation dimension - the development of self-efficacy and professionalism). The study concluded that the skills of contemplative practices are practiced to a large extent in the study sample, from the point of view of the teachers themselves. in the field of implementation; reflective practices in the field of evaluation; reflective practices in the field of professional self-efficacy development). The parameters of the Islamic studies curriculum are attributed to both the educational qualification variable and years of experience, and that there are statistically significant differences at the significance level (0.05) in the contemplative practices. (As a total degree, and as sub-dimensions: contemplative practices in the field of planning; contemplative practices in the field of implementation; contemplative practices in the field of evaluation; contemplative practices in the field of professional self-efficacy development). The teachers of the Islamic studies curriculum are attributed to the variable of the teaching stage. This study reached a number of recommendations.

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