The level of innovative thinking among biology teachers from their point of view

Abstract

The present study aims to investigate the level of creative thinking among biology teachers at the intermediate stage from their own perspective. The researchers adopted the descriptive method as it suits the nature of the study. The research sample consisted of (50) male and female teachers who were randomly selected from the Directorate of Education in Al-Rifai District. An instrument was developed to measure creative thinking skills, consisting of (20) items distributed across three major skills: fluency (7 items), flexibility (7 items), and originality (6 items). The items were structured on a three-point Likert scale (Strongly Agree – Agree – Disagree). The tool was applied during the second semester of the academic year (2024–2025), after ensuring its validity and reliability. The study sought to provide a clear picture of the level of creative thinking among biology teachers through analyzing their responses and viewpoints. The findings revealed that the overall level of creative thinking among the sample was moderate, with a mean score of (47.04) and a standard deviation of (6.54). Moreover, the calculated (T) value was (7.61) compared to the tabulated value of (2), indicating that there were no statistically significant differences in the level of creative thinking. Based on these results, the study concluded that biology teachers possess a moderate level of creative thinking skills, which highlights the need to strengthen these abilities through training programs and specialized workshops. The researchers recommended fostering creative thinking in the educational field by integrating modern teaching strategies, and they suggested conducting further studies that examine other variables influencing creative thinking.