شبكة المعلومات العربية التربوية

The study aims to determine the empowerment of secondary social studies teachers in classroom questioning skills. Descriptive research method was used. The researcher designed an observation tool that consists of (52) skills, further sub-divided into three domains. The first domain focuses on the purpose of classroom questions skills. The second domain targets the formulation of classroom questions skills. The third domain asking the classroom questions skills. The randomized research sample includes (34) male and female teachers of the tenth-grade level, across secondary schools in Kuwait. Research results indicate that the overall arithmetic averages for estimating the level of teachers’ skills performances in classroom questioning are medium (3.31).the averages of all the skills range between (2.5-4.09); with a relative weight of (50%-81.76%). Data did not indicate any statistically significant differences (0.05) between mathematical averages of the research sample related to gender variable across all classroom questioning skills. However, there were statistically significant differences in the sample, with regards to the variable of the number of years of professional experience. The research concludes with a number of real-time recommendations to improve social studies teachers in use the classroom questioning skills. (Published abstract)