Main Article Content
- Identifying the technological skills necessary for history teachers for the preparatory stage from the point of view of teachers and school principals.
- Identifying the technological skills necessary for history teachers for the preparatory stage from the point of view of teachers and school principals according to the fields.
The research sample consisted of history teachers, female teachers, and school principals in the preparatory stage in the day schools only in the three directorates of education in the Rusafa side in Baghdad as a sample of his research which amounted to (326) teachers and principals by (240) teachers and (86) principals, and the questionnaire was adopted as a tool For his research consisting of (67) items distributed over five areas, the researcher reached the following results:
- The total of the sample responses to the tool items was (84,936), with a mean of (260.539), a standard deviation of (19.113) and variance (364.217), and the weight percentage in general was (77.772), meaning that the degree of importance of the technological skills needed for history teachers for the preparatory stage from the point of view of teachers and school principals were required to a (large) degree in general in the sample responses, and the importance of all the necessary technological skills ranged between (medium - very large).
- The arithmetic averages of the items of the tool fields showed that the fourth field is the highest of all fields, as its average paragraphs reached (52.625) and the degree of its importance in relation to the sample responses was a (very large) degree, and in the third place, the second field with an average of (55.5) and a degree of importance (large), while the fourth place was the fifth field with an average of (47.463) and the degree of importance was (large), and in the fifth and last place was the first field with an average of (46.868) and a degree of importance (medium).
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