مستوى الأداء التدريسي للعمليات الحسابية لدى معلمي الرياضيات بالمرحلة الابتدائية في ضوء مهارات التدريس الإبداعي
This research aimed to determine the level of teaching performance in arithmetic operations among elementary school mathematics teachers in light of creative teaching skills, identify differences according to training hours and years of experience, and compare teachers’ self-ratings with educational supervisors’ ratings. The research adopted the comparative descriptive approach. A validated questionnaire in two corresponding forms was administered to 402 teachers and 59 educational supervisors in Jeddah. The findings showed that teachers’ ratings were high (M = 3.81), whereas supervisors’ ratings were moderate (M = 3.14). The independent-samples t-test revealed statistically significant differences between teachers’ self-ratings and supervisors’ ratings across all skills and the total score in favor of teachers, with a large effect size, indicating an evaluative gap between teachers’ self-assessment and supervisors’ assessment (d = 1.02, p < .001). Significant differences were also found according to training hours in favor of teachers who had received more than 40 training hours, while no significant differences were found in the total score according to years of experience, except for elaboration. Originality ranked lowest among both teachers and supervisors. The research recommends developing specialized training programs to enhance originality in teaching arithmetic operations and establishing clear supervisory criteria for evaluating creative teaching practices. (Published abstract)