تقويم أداء مدرسي الاجتماعيات للمرحلة المتوسطة وفق معايير التعلم الخدمي

Abstract

The current study aims to evaluate the performance of social studies teachers at the intermediate stage according to the standards of service-learning practice. The study population consisted of 360 male and female teachers in public day intermediate schools in Hilla District for the academic year 2025-2026. The researchers selected a random sample of (144) teachers, representing (40%) of the original population.

To achieve the study's objective, the researchers developed a questionnaire consisting of 23 items based on a five-point Likert scale, distributed across five standards: Meaningful Service (5 indicators), Curriculum Integration (4 indicators), Reflection (5 indicators), Diversity (4 indicators), and Partnerships (5 indicators). The validity of the instrument was verified by presenting it to 20 specialized referees, yielding an agreement rate ranging from 85% to 100%, while the reliability coefficient using the test-retest method reached 82%.

The researchers employed the weighted mean, percentage weight, and Chi-square (χ²) as statistical tools, setting a weighted mean of 3 and a percentage weight of 60% as the cut-off point between achievement and non-achievement.

The results revealed that three standards were achieved: Meaningful Service with a weighted mean of 3.10, Diversity (3.08), and Curriculum Integration (3.03), whereas the Partnerships (2.96) and Reflection (2.93) standards were not achieved. Collectively, these findings indicate a clear deficiency in social studies teachers' ability to diversify their instructional methods, reflecting an over-reliance on traditional approaches based on lecturing and rote memorization.

In light of these findings, the researchers recommend providing social studies teachers with the service-learning standards checklist for self-evaluation purposes and incorporating these standards into the continuous training and preparation programs organized by the Ministry of Education.