English abstract
The study aimed at revealing the level of practice of Islamic Studies teachers for social responsibility in post-basic education schools in South Batinah governorate and its relation to their teaching performance, in addition to detecting the differences in the level of practicing social responsibility as well as teaching performance according to the gender variable.
In order to achieve the study objectives, the researcher followed the descriptive approach. She used the results of teaching performance observation form (a supervisory visit form for a teacher) to evaluate teachers' performance. The researcher also designed a scale for social responsibility consisting of 41 phrases divided into four dimensions: self-responsibility (personal), moral responsibility, collective responsibility and national responsibility.
After verifying the validity of the scale and its stability, it was applied to the sample of the study consisting of (86) teachers (males and females) of Islamic Studies in post-basic education phase in South Batinah.
The most important findings of the study:
1 - The level of the practice of Islamic Studies teachers for social responsibility in post – basic education phase in South Batinah is high, and there are no statistically significant differences in this level due to the gender variable in the
scale as a whole and in all dimensions except for national responsibility, were statistical differences for males appeared.
2 – The level of teaching performance of the study sample was high. There were statistical differences in the level attributed to the gender variable in favor of females.
3- There is no statistically significant correlation between the level of practice of Islamic Studies teachers for social responsibility in post-basic education phase in Batinah South governorate and the level of their teaching performance.
In light of the results of the study, the researcher recommended to enhance social responsibility of teachers and support it by conducting workshops and lectures, and continue in-service training programs and development to maintain the high level of teaching performance.
