Reflective Teaching Practices and its Relationship to Self-Efficacy Among Female Teachers of the First Three Grades in Ramtha & Bani Kinana - Jordan
DOI:
https://doi.org/10.33977/1182-014-043-015Keywords:
Reflective teaching, self-efficacy, teachers of the first three gradesAbstract
Objectives: The current study aims to reveal the relationship between reflective teaching and self-efficacy, and to determine the degree of female teachers employing reflective teaching.
Methods: It relies on the use of the descriptive relational approach, and the study sample consists of 95 female teachers from the first three grades in the Directorate of Education and Education of the Ramtha and Bani Kenanah Districts in Irbid Governorate, who were selected using the available method to measure of self-efficacy for teachers in Obeidat and al-Jarrah.
Results: The results indicate that the level of reflective teaching among the teachers of the first three grades was high. In addition to the presence of a statistically significant positive relationship between reflective teaching and self-efficacy.
Conclusions: The study recommends maintaining the continuity of the high level of reflective teaching by encouraging and motivating teachers, focusing on transferring experience to new teachers, and including reflective teaching skills in training courses and workshops.
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