Higher-order thinking among primary school science teachers and its relationship to their creative teaching skills

Abstract

The present study aims to explore in depth the level of higher-order thinking and creative teaching skills among science teachers affiliated with the Al-Refaie Education Department under the General Directorate of Education in Dhi Qar. It further seeks to identify statistically significant differences between teachers according to gender (male and female) and to analyze the correlational relationship between these two crucial educational variables. The researchers employed the descriptive–analytical method, which was deemed most appropriate for the nature and objectives of the study. Two research instruments were developed to measure higher-order thinking and creative teaching skills, and their validity and reliability were verified through appropriate scientific procedures, The study sample consisted of 60 male and female science teachers randomly selected from primary and intermediate schools in the Al-Refaie district. Statistical analysis revealed that the teachers demonstrated a good level of higher-order thinking, characterized by their ability to analyze, evaluate, and solve problems using critical and scientific approaches. The findings also indicated that they possessed distinctive creative teaching skills, such as employing diverse instructional strategies and fostering innovation and active engagement in the classroom, Moreover, the results showed statistically significant differences in higher-order thinking and creative teaching skills in favor of male teachers. A strong and positive correlation was also found between higher-order thinking and creative teaching skills, indicating that the enhancement of one dimension contributes to the development of the other, Based on these findings, the researchers recommend designing specialized training and professional development programs for science teachers aimed at enhancing both higher-order thinking and creative teaching skills. They also emphasize the importance of ensuring gender equity in access to training opportunities, as this balance contributes to improving instructional performance and advancing educational outcomes in alignment with the demands of the twenty-first century.