أثر برنامج تدريبي مقترح قائم على نموذج هيرمان لأنماط التفكير في تنمية فاعلية الذات التدريسية لدى معلمي المرحلة المتوسطة
The aim of this research is to identify the effect of a proposed training program based on Hermann's model of thinking patterns on developing teaching self-efficacy, and how such effect takes place. To achieve such aim, the researcher designed a proposed training program based on Hermann's model of thinking patterns, and followed the mixed approach, through which quantitative and qualitative research methods are integrated into one or all stages of the research. Whereas three quantitative tools were used, which are the teaching practices observation card, the reflective practices questionnaire, and the teaching self-efficacy scale. In addition, three qualitative tools were also used, which are the interview card to reveal the understanding and development of Hermann's model of patterns of thinking, interviewing focus group to identify teaching practices, and individual interviewing to identify reflective practices. Moreover, a number of (20) teacher from a secondary school in Al Qassim region participated in the research, as they were chosen through the method of targeted sampling. For quantitative data analysis; the Statistical Analysis Software (SPSS) were used, in addition, the Wilcoxon test were also used to find out the differences between the ranks of the pre and post measurements for quantitative tools. As for the qualitative data, they were organized, classified by MAXQDA, and analyzed using the interpretive analysis method. The results indicated the existence of an effect of the training program based on Hermann's model of patterns of thinking on the development of teaching and reflective practices, and teaching self efficacy, as the participants were able to distinguish between Hermann's four thinking patterns (analytical thinking, executive thinking, emotional thinking and creative thinking), as well as linking teaching and reflective practices with the pattern suitable for them. Moreover, the quantitative results showed the presence of statistically significant differences in favor of the post-measurement of the teaching practices observation card, the reflective practices questionnaire, and the teaching self-efficacy scale. (Published Abstract)