شبكة المعلومات العربية التربوية

The study aimed to identify the degree to which Islamic education teachers in the basic stage employ divergent thinking styles in teaching from their point of view, through the use of the descriptive survey method. To achieve its objectives, a questionnaire was prepared consisting of (34) items distributed into four styles, which are: (Fluency in thinking) Flexibility in thinking, originality in thinking, detailed thinking), and the validity and reliability of the tool was confirmed. The study population consisted of (338) male and female teachers, and the sample reached (180) male and female teachers of Islamic education for the basic stage in private and government schools affiliated with the Directorate. Education, University District, Amman Governorate, during the second semester of the 2022/2023 academic year. The results showed that the degree to which Islamic education teachers in the basic stage used divergent thinking patterns in teaching, from their point of view, was “medium” with an arithmetic average of (3.58), and there were also statistically significant differences attributed to the effect of gender in all areas except for the fluency style of thinking. The differences were in favor of Females, and there were no differences in the overall score, as well as the presence of statistically significant differences attributed to the impact of the supervising body in all areas and the total score. The differences were in favor of the private body, and the results revealed that there were no statistically significant differences attributed to the impact of years of experience in all types of divergent thinking, with the exception of the score. College, the differences were in favor of (10) years or more, and in light of the results, the study recommended a set of recommendations, the most prominent of which is holding training courses for Islamic education teachers for the basic stage to develop their divergent thinking patterns, and providing incentives and motivation for teachers to employ divergent thinking patterns, whether through moral or material incentives. (Author’s abstract)