The Level of Global ISTE Standards in the Teaching Practices of Biology Teachers and Their Relationship to Attitudes Toward the Teaching Profession

Abstract

This study aims to identify the level of implementation of the global ISTE standards in the teaching practices of biology teachers at the intermediate stage, and to explore the relationship between these practices and their attitudes toward the teaching profession. The researcher employed the descriptive method, as it aligns with the research objectives. The study population consisted of 62 male and female biology teachers in intermediate schools under the Directorate of Education in Wasit, specifically in the Al-Suwayrah district. A random sample of 20 teachers was selected for the study. To achieve the research goals, the researcher used two tools: the first was an observation checklist developed to assess the implementation of the seven global ISTE standards for educators, which include: Learner, Leader, Collaborator, Citizen, Designer, Facilitator, and Analyst. The checklist comprised 41 items. The second tool was a scale measuring teachers' attitudes toward the teaching profession, adopted from the study of Al-Jubouri (2012). Both tools were tested for face validity and reliability. After conducting statistical analysis, the results revealed that the level of ISTE standards in the teaching practices of intermediate biology teachers was weak. Additionally, there were no statistically significant differences in the implementation of ISTE standards based on gender. However, the study found a weak but positive correlation between the level of ISTE-aligned teaching practices and the teachers’ attitudes toward the profession. The researcher recommended that educational authorities focus on enhancing the technical skills of biology teachers by organizing continuous and specialized training courses in educational technology and pedagogy, and by providing the necessary devices and technical materials to support the development of effective teaching practices.