Level of Higher Basic Stage Islamic Education Teachers' Practice for the 21st Century Skills in Relation to Their Attitudes Towards Teaching Profession in Jordan

Abstract

The study aimed to identify the level of higher basic stage Islamic Education teachers' practice for the 21^st century skills and its relationship with their attitudes towards the teaching profession in Jordan. The population of the study included all Islamic Education male and female teachers in the higher basic stage in the University province in Amman whom were (141) male and female teachers from which a sample of (124) male and female teachers was selected using the available sample approach. The study followed the correlative descriptive approach and to achieve the goals of the study, the 21^st century skills scale which was divided into six dimensions (the cultural and social dimension, sustainable education, leading change, information revolution, teaching professionalization, and technology management) and the scale of attitudes towards teaching were developed. The results indicated that the level of Islamic Education teachers' practice for the 21^st century skills in sum came at medium level, and there were positive attitudes towards teaching among participants at a medium level too. The results indicated statistically significant differences at (α=0.05) in Islamic Education teachers' practice for the 21^st century skills that are attributed to the gender and experience variables and these differences were in favor of female teachers and average and long experiences, and no statistically significant differences at (α=0.05) on the 21^st century skills practice and the attitudes scales were indicated that are attributed to the educational qualification variable. Finally, the results indicated a significant correlation at (α=0.05) between the participants' level of practicing the 21^st century skills and their attitudes towards the teaching profession.