Critical Thinking Skills of Teachers of Basic Education in Um Rawaba Administration in North Kordofan State: مهارات التفكير الناقد لدى معلمي مرحلة التعليم الأساسي بإدارية أم روابة ولاية شمال كردفان

Nour Al-Huda Absher Al-Tayeb Absher; Dr. Huwaida Mukhtar Adam Mohamed

doi:10.61856/w1j52h70

Authors

Nour Alhuda Abshir Al-Tayeb Hafr Al-Batin University/University College in Al-Nairiyah/Department of Humanities/Social Work - Sudan
Dr. Huwaida Mukhtar Adam Mohamed Ministry of Higher Education and Scientific Research- National Fund for Student Welfare North Kordofan - El Obeid - Sudan

DOI:

https://doi.org/10.61856/w1j52h70

Keywords:

Critical Thinking, Teachers, Education.

Abstract

This study aimed to explore the level of critical thinking among primary school teachers in Um Ruwaba locality, North Kordofan State. The descriptive method was employed, and the study sample consisted of 200 male and female teachers selected through stratified random sampling from the study population. The Critical Thinking Test was used as the main tool for data collection, and the data were statistically analyzed using the Statistical Package for the Social Sciences (SPSS, Version 10). Descriptive statistics and independent-samples t-tests were applied to examine differences between group means, in addition to the self-validity coefficient.The findings revealed statistically significant differences (P < 0.05) in favor of female teachers in the “knowing assumptions” dimension, while significant differences (P < 0.05) were found in favor of male teachers in the “interpretation” dimension. No statistically significant differences (P > 0.05) were observed with respect to academic specialization (Arts/Science), educational level (University/Secondary), or faculty type (Education/Other Colleges).

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