تقويم أداء مدرسي ومدرسات اللغة العربية للمرحلة المتوسطة في ضوء مهارات التفكير البصري : دراسة تطبيقية على محافظة النجف الأشرف
The study aims to evaluate the performance of Arabic language teachers in middle schools in light of visual thinking skills by determining the extent to which they possess and employ these skills in the classroom. The researchers adopted a descriptive-analytical approach and applied a carefully designed classroom observation checklist measuring five main aspects of visual thinking to a representative sample of (200) teachers from Al-Najaf Al-Ashraf's middle schools. The validity and reliability of the instrument were confirmed using face validity and Cronbach’s alpha coefficient. The results revealed a marked weakness in the overall performance of teachers regarding visual thinking skills, along with noticeable variation among the sample in employing these skills, and a deficiency in current school evaluation tools related to visual aspects of teaching. The study recommends integrating visual thinking skills into teacher preparation and in-service training programs, improving evaluation tools, and providing technical and pedagogical support for teachers to enhance the quality of education and meet the requirements of contemporary educational development. (Published abstract)