درجة ممارسة معلمي الرياضيات لمهارات الذكاء الواعي في المواقف التدريسية
Explore the extent to which mathematics teachers practice conscious intelligence skills in teaching situations. After administering the questionnaire, it was found that all differences were statistically significant at the 0.05 level in favor of females across all dimensions of the conscious intelligence skills in math’s questionnaire, with a medium to large effect size (0.45–0.72). The differences were significant at the 0.001 level, with experienced teachers outperforming others in the dimensions of conscious intelligence skills. The effect size ranged from small (14.35) in favor of educational empathy to large (18.30) in favor of emotional self-regulation. Furthermore, all differences were statistically significant at the 0.05 level in favor of those holding a master's or doctoral degree, with a very large effect size (0.80). This indicates that advanced academic qualifications are strongly associated with improved practice of conscious intelligence skills in mathematics. Both teaching experience and educational qualifications had independent and strong effects, but no interaction was found between them. (Published abstract)