The Availability of Teaching Competencies among Mathematics Teachers in the Primary and Secondary Stages: A Case Study of Al-Nadira Directorate

Abstract

#The aim of the research is to prepare a list of teaching competencies necessary for mathematics teachers working in both primary and secondary levels, and to determine the extent to which these competencies are present among them.

To achieve this, the researcher constructed a questionnaire consisting of 104 competencies distributed across four domains: lesson planning, lesson implementation, classroom management, and assessment.

The researcher followed a descriptive approach, applying the research tool to all members of the research population, totaling 98 male and female teachers. A sample of 30 individuals was excluded for the survey.

The researcher utilized the SPSS software to conduct the necessary statistical analyses for the study.

The research results showed that the required teaching competencies for mathematics teachers in both primary and secondary levels amounted to 104 competencies distributed as follows: 22 competencies for the planning domain, 42 competencies for the implementation domain, 21 competencies for the classroom management domain, and 19 competencies for the assessment domain. The arithmetic means of the responses of the research sample on the overall tool and its four domains were 2.37, 2.36, 2.45, 2.39, and 2.39, respectively, indicating that teaching competencies are largely available among the research sample. Furthermore, the teaching competencies in each domain received responses with moderate to high arithmetic means according to the criteria adopted in the research.