Abstract
THE STEREOTYPED THINKING AND ITS RELATIONSHIP WITH STRUGGLING FOR ACCURACY AMONG SECONDARY SCHOOL TEACHERS
The current research aims to identify stereotyped thinking and its relationship to the struggle for accuracy among secondary school teachers, and the research was limited to a sample of (200) teachers and teachers in secondary schools in Baghdad, for the academic year (2021-2022). To achieve the objectives of the research, the researcher built a scale of stereotypical thinking, which consisted of (21) items that were built using the self-report method, and the answer alternatives were five according to Likert method, based on the options (strongly agree, agree, have no opinion, disagree, strongly disagree) five are given Scores for (strongly agree), four points for (agree), three points for the alternative (I have no opinion), two points for (disagree), and one point for (strongly disagree). Then the scores of the whole scale were collected, after that the researcher verified the psychometric properties of the scale, from the validity and reliability of the scale.
As for the variable of struggle for accuracy, the researcher prepared a scale based on Costa & Kallick's theory (Costa & Kallick, 2008) for the habits of mind in defining the concept of the struggle for accuracy. After that, five areas of the scale were identified (commitment, review of models and rules, and repetition and evaluation of products, completeness of the results), as the researcher prepared (40) items to measure the struggle for accuracy, distributed over five journals, with (8) items for each field, and in front of each paragraph there are five graded alternatives the answer (always applies to me, applies to me often, applies to me Sometimes, they apply to me rarely, they do not apply to me at all) weights are given (1,2,3,4,5) upon correction for all fields.The researcher also verified the psychometric properties of the scale for the validity and reliability of the scale, and after analyzing the data the following results showed. : The sample has a good level of stereotypical thinking and that the average scores of the sample members were greater than the hypothetical mean on the stereotypical thinking scale with statistical significance in favor of the arithmetic mean:
• The sample has a good level of struggle for accuracy, and the average scores of the sample members are statistically significant.
• There is a positive, statistically significant correlation between stereotyped thinking and the struggle for accuracy.
In light of the research results, the researcher recommends a set of recommendations and suggestions.
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