التفكير التقييمي لدى مديري المدارس

Abstract

The current study aimed to investigate the evaluative thinking of school principals and to identify statistically significant differences in evaluative thinking based on the gender variable (male–female). The research sample consisted of 400 (male and female) school principals from the General Directorate of Education in Diyala, who were selected using the stratified random sampling method with proportional allocation.To achieve the research objectives, the McIntosh et al. (2020) evaluative thinking scale was utilized. The researchers translated the scale into Arabic using Hambleton et al.'s (2005) back-translation method. The translation's accuracy was confirmed, and the instrument was validated for face and construct validity. The reliability of the scale was assessed through two methods: test-retest reliability, which yielded a reliability coefficient of 0.82, and Cronbach's alpha, which produced a reliability coefficient of 0.89.The final version of the scale comprised 18 items distributed across three domains: (Asking thoughtful questions and seeking alternatives. Describing and clarifying thinking. Believing in and practicing evaluation) The statistical methods used to analyze the data included the independent samples t-test, one-sample t-test, Pearson's correlation coefficient, and Cronbach's alpha coefficient. The findings revealed that the research sample exhibited evaluative thinking as measured against the scale’s hypothetical mean. Additionally, no statistically significant differences were found in evaluative thinking based on gender (male–female). The study concluded with several recommendations and suggestions for further research