The Teaching Habits of Mind, Their Relationship To Positive Behavior of Social Studies Teachers in Lower Basic Stage In University District - The Capital (Amman)

Jamal Abd Al-Fattah Al-Assaf

Abstract


The study aimed at finding out the relationship between teaching habits of mind and positive behavior among the
teachers of social studies in the lower basic stage in the university district in the capital governorate (Amman). The
sample of this study was composed of (60) teachers, both males and females, who were chosen by the Stratified
Random Sample method. Descriptive correlation approach was conducted by the researcher in this study to answer
the study questions. The researcher used the following statistical methods: Pearson correlation coefficient, arithmetic
means, and three-way Anova and Manova (Analysis of variance & multivariate analysis of variance).
The study found the following results: The social studies teachers of the lower basic stage have a mean for the
teaching habits of mind and positive behavior aspects. And there is an existence of statistically significant positive
correlation coefficients between the areas of the teaching habits of mind scale and the scale as a whole and the areas
of positive behavior scale (positive personal behavior, positive academic behavior) and the scale as a whole. The
study also pointed out that there are statistically significant differences attributed to the variable of experience, and
for the benefit of experts who have more than 10 years of experience, and there were statistically significant
differences in the areas of the teaching habits of mind scale attributed to the gender variable, and for the benefit of
males in the impulsivity control level, thinking flexibly, creativity, perception, and innovation. As well as there were
statistically significant differences in the teaching habits of mind and the positive behavior scale according to the
variable of experience, and for the benefit of those with more than 10 years of experience. Moreover, there were
statistically significant differences in the areas of positive behavior scale attributed to the gender variable and for the
benefit of males from the study sample.


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DOI: https://doi.org/10.5430/jct.v6n2p30

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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