Classroom Teaching Practices of Islamic Education Teachers in the Secondary Stage in Zarka Governorate from Constructive Perspective and Their Relation with Some Variables

Abstract

The aim of this study is to investigate the degree of classroom teaching practices of Islamic education teachers in the secondary stage in public schools and its relation with the variables of experience and gender from constructive perspective. The study sample consisted of (88) male and female teachers chosen from the teachers of Islamic education in Zarka governorate. A questionnaire was designed; its validity and reliability were proven. The study has revealed the following results:- 1. The domain of implementing teaching has occupied the first position among the domains for all groups, then comes planning for teaching at secondly stage. The third one is classroom management, and finally, teaching evaluation. 2. There were statistically significant differences in the classroom practices of the teachers of Islamic education in secondary stages due to interaction between the variables of gender and experience. 3. There were no statistically significant differences in the class room teaching practices of the Islamic education teachers of secondary stage due to gender and experience.