شبكة المعلومات العربية التربوية

The study aimed to identify common mistakes in teaching objectives made by teachers of Islamic education in Sana’a secondary schools. The study used the descriptive method (content analysis) to diagnose the common mistakes using an analysis checklist, which was prepared for this purpose. The study sample consisted of (20) supervisors, (130) teachers and (260) lesson plans. The study reached to a list of common mistakes in teaching objectives made by teaches of Islamic education. The list consisted of (28) mistakes, they were distributed into three domains: teaching objectives designing, learning objectives content and teaching objectives variation. The study results showed differences in the percentages of teaching objectives for common mistakes made by teachers of Islamic education, ranging between (33.8%) and (69.2%). This percentage is higher than (25%) which the study adopted as a criterion for judging the prevalence of mistakes in learning objectives made by teachers. As well as results showed that, the majority of mistakes made by teachers are in the domain of teaching objectives designing (58.03%). Results indicated that there were statistical significant differences at the level of (0.05) in score means of mistakes in teaching objectives made by teachers in first domain (statement of teaching objectives) which due to the variables of sex and qualification. No statistical significant differences at the level of (0.05) were found between the means of mistakes prevalence degrees in learning objectives due to any of the study variables. The study reached the following recommendations: First, conducting in service training sessions for teaches in designing good teaching objectives, second, supervisors of Islamic education should give more attention to lesson preparation plans by giving them more credit in the checklist of teachers professional performance evaluation. (Published abstract)