Effectiveness of Self-Teaching and Its Relationship with the Attitude towards Professional Licensing Examinations among Islamic Education Teachers in Public Schools in the Northern Border Region

Abstract

The study aims to identify the level of self-teaching effectiveness and its relationship with the attitude of Islamic education teachers in public schools in the northern border region towards professional licensing exams. The study adopted a descriptive correlation. Data were collected using two tools, the first of which is a scale of self-teaching effectiveness that consists of four axes: educational strategies, classroom management, communication and interaction, thinking, and scientific research. The second tool is a scale of teachers' attitudes towards professional licensing exams. The study was applied to a sample of 206 Islamic education teachers at the three educational stages. The results of the study concluded that the level of self-teaching effectiveness is high among teachers, as well as their attitudes towards professional licensing exams are positive and high, with a positive and statistically significant correlation between the level of self-teaching effectiveness and the attitude towards professional licensing exams. It also revealed that self-teaching effectiveness contributes to explaining 28.4% of the variability in the attitude towards professional licensing exams. The results did not show statistically significant differences in the level of self-teaching effectiveness or the attitude towards professional licensing exams due to the difference in the educational stage or obtaining the professional license.