Evaluation of Teaching Skills among Social Studies Teachers in Basic Schools in Kalar District

Abstract

he primary objective of this study was to evaluate the level of teaching skills practice among social studies teachers in the third cycle of basic schools in Kalar District during the academic year (2025–2026). To achieve the research objectives, the descriptive-analytical method was employed.The research sample consisted of (65) male and female teachers. The researcher developed an observation instrument that initially included (52) items distributed across four domains. To establish face validity, the instrument was presented to (11) experts in the fields of education and psychology                        

Regarding reliability, the inter-rater agreement method was applied by observing (10) teachers, resulting in a Pearson correlation coefficient of (0.856), which indicates a high level of consistency. Furthermore, Cronbach’s alpha coefficient reached (0.92), indicating excellent internal consistency. After completing the necessary validity and reliability procedures, the final version of the observation instrument consisted of (42) items distributed across four domains. A five-point Likert scale was used for scoring, ranging from (1) “Very Weak” (2) “Weak” (3) “ Medium” (4) “Good” (5) “Very Good.” After applying the appropriate statistical analyses, the following results were reached:                       

 1.The overall level of teaching skills practice among the research sample was medium, with a weighted mean of 2.996.   

 2. At the level of specific domains, three domains demonstrated a medium level of practice, whereas one domain demonstrated a weak level.

3.There were no statistically significant differences at the (0.05) level according to the variables of gender, years of service, or educational attainment.