شبكة المعلومات العربية التربوية

The present study aimed to investigate the impact of some systems thinking skills-based instructional program on developing perceived teaching efficacy and reducing mind wandering among female student teachers in the fourth year, the Education Division, College of Home Economics, AlAzhar University. Participants in the study were selected through two phases; the first phase was represented by the sample of pilot study in order to calculate the psychometric properties of the two scales of perceived teaching efficacy and mind wandering, as well as the verbal intelligence test. This sample consisted of (23) female student teachers, aged between (22) and (23) years. The second phase was represented by the basic sample, consisting of (26) female student teachers, distributed to an experimental group (n=13) and a control group (n=13), aged between (22) and (23) years. Participants responded to the following instruments: The scale of perceived teaching efficacy, the scale of mind wandering, the instructional program based on some systems thinking skills, which was administered to the experimental group only, a self-evaluation form for every session, and the verbal intelligence test. Data was analyzed statistically, utilizing Mann-Whitney and Wilcoxon Tests. Findings of the study revealed a statistically significant differences at the level of (0.01) between the mean ranks of the pre- and post-tests of the experimental group, in the total score of perceived teaching efficacy and the sub-dimensions, in favor of the post-test and in the total score of mind wandering and the sub-dimensions, in favor of the post-test. There were statistically significant differences at the level of (0.01) between the mean ranks of the post-test of the experimental and control groups, in the total score of perceived teaching efficacy and the subdimensions, in favor of the experimental group and in the total score of mind wandering and the sub-dimensions, in favor of the experimental group. Results found no statistically significant differences between the mean ranks of the post and follow-up measurements of the experimental group, in the sub-dimensions of perceived teaching efficacy and the total score and in the two sub-dimensions of mind wandering and the total score. (Published abstract)