The Range of Using Historical Thinking Skills by History Teachers at High Schools in Sulaimani

Abstract

This research aims to assess the utilization of historical thinking skills among history teachers in high schools in Sulaimani. To achieve this objective, a descriptive analysis method was employed. A survey was administered to a sample of 94 teachers, comprising 35 males and 59 females, selected randomly from the Eastern and Western Sulaimani directorates of Education. The research instrument, developed by the researcher, consists of 30 items categorized into five topics. The response options are graded as ( Often (3), Sometimes (2), and Never (1) ). Upon data analysis, the research findings indicate a statistically significant difference in the average historical thinking skills between history teachers. Notably, there is no significant discrepancy in the level of evidence between male and female history teachers, nor are there significant differences in skills such as chronology, historical research skills, and analysis of historical issues and decision-making based on the age variable. However, a statistically significant difference is observed in skills related to historical reception and understanding, as well as historical explanatory analysis, in relation to age. Additionally, no significant variation is found in the level of evidence between historical thinking skills in the Eastern and Western education centers, based on location. Concerning years of service, there are no significant differences in skills like chronology, historical explanatory analysis, and historical research skills. Yet, a significant statistical difference is identified in skills associated with historical understanding, analysis of historical issues, and decision-making based on years of service. Finally, the researcher made some recommendations based on the results of the research.