The Degree to Which Arabic Language Teachers of the Upper Basic Stage Practice Critical Thinking Skills in the South Hebron Directorate in Palestine

 
Abstract:
The study aimed to identify the extent to which Arabic language teachers of the upper basic stage in the Directorate of South Hebron in Palestine practice critical thinking skills. It also sought to explore the differences in the mean scores of teachers' critical thinking skills practices based on gender, academic qualification, and years of experience. To achieve these objectives, the researchers adopted the descriptive-analytical approach and designed a questionnaire to collect data from the study sample, which consisted of 70 male and female teachers in the schools of the Directorate of Education in South Hebron. After distributing and collecting the questionnaires, the following results were reached: The level of practicing critical thinking skills (analysis, evaluation, interpretation, inference, and conclusion) among Arabic language teachers of the upper basic stage in the Directorate of South Hebron was found to be high. The results showed no statistically significant differences in the mean scores of the level of critical thinking skills practices attributed to gender and years of experience. However, statistically significant differences were found concerning academic qualifications, favoring teachers with postgraduate degrees. The study concluded with several recommendations, the most important of which are: encouraging teachers to maintain a high level of critical thinking skills practices through training courses, sustaining educational supervision, leveraging teachers’ experiences, and facilitating the exchange of expertise among them to ensure the consistent application of critical thinking practices in the teaching process.
Keywords: Critical Thinking, Arabic Language, South Hebron.