الأساليب التي يستخدمها معلمو التُّربية الإسلاميّة في التّطوير الذُّاتي لكفاياتهم المهنية في محافظة الطّفيلة

Abstract

This study aims to explore the methods used by the teachers of Islamic education in the self-development to gain professional competencies in Tafila Governorate in the light of some of relevant variables. To achieve the aim of this study, the researcher developed a study instrument which consisted of (29) items, and divided into five aspects. The study sample consisted of (138) teachers who teach at Tafila public schools for the academic year of 2015-2016. The results of the study indicated that the most method used by teachers of Islamic education in the self-development to gain the professional competencies was the discussion method with moderate percentage (53.2%), then the observing method with moderate percentage, next the reading method with moderate percentage (48.4%), after that the writing method with low percentage (42.8%), and finally the participating method with low percentage (35.6%). In addition, the results showed that there were not statistically significant differences at the significance level of (0.05 ≥ α) between the means of Islamic education teachers’ perspectives regarding the methods used by them in the self-development to gain the professional competencies based on the variables of gender, experience, and educational qualification. The study recommended that it is important to include the self-development methods that contained in the study instrument in teacher training programs, and to be included in the performance evaluation form. In addition, it focused on the need of conducting a research study that investigates the effect of practicing self-development to gain professional competencies among Islamic education teachers on student achievement in the Islamic education course.