الذَّكاءات المُتَعَدّدة وعلاقتها بالأداء المِهَني لدى مُعَلّمات الصُّفوف الثَّلاثَة الأولى في لِواءَي الطَيبَة والوسطيَّة في مُحافَظَة إربد

Esraa Ahmed  Shbool; Hadeel Mohammed  Shatanawi

doi:10.35516/edu.v50i2 -S1.868

Authors

Esraa Ahmed Shbool Ministry of Education, Jordan
Hadeel Mohammed Shatanawi Department of Education and Psychology, Faculty of Education, University of Hafr AlBatin -Saudi Arabia https://orcid.org/0000-0001-8954-7018

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.868

Keywords:

Multiple intelligences, professional performance, teachers of the first three grades

Abstract

Objectives: This study aimed to identify the relationship of multiple intelligences with the professional performance among female teachers of the first three grades in Al-Taybeh and Al-Wasatiyah Districts.

Methods: The descriptive correlative approach was conducted to reveal the level of professional performance and its relationship to multiple intelligences among 112 female teachers of the first three grades in Al- Taybeh and Al-Wasatiyah Districts for the academic year 2021-2022. The teachers were selected using the available sample method.

Results: The findings showed that there were high levels of personal, social, kinesthetic, spatial and existential intelligences among the study sample individuals; while the level of natural, logical-mathematical, linguistic, and musical (rhythmic) intelligences were somehow moderate. Furthermore, the Findings showed that the level of professional performance among the study sample individuals was moderate with an arithmetic mean of (3.648). Moreover, the professional performance of the study sample individuals was positively associated with multiple intelligences with statistically significant relationships at the significance level (α = 0.05), with values ranging between (0.128-0.603).

Conclusions: This study suggests that providing schools with means to enrich the multiple intelligences of students and teachers by the concerned authorities, such as the ministry of education, may positively impact professional performance. Further research is recommended on multiple intelligences and their impact on professional performance using different samples of male and female teachers.

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