Reflective Thinking and Its Relationship with Autonomy among Kindergarten Teachers
DOI:
https://doi.org/10.52839/0111-000-091-005Keywords:
Reflective thinking, Autonomy, Kindergarten teachersAbstract
The present research aims to identify the level of reflective thinking and autonomy among kindergarten teachers and to examine the nature of the relationship between these two variables. The research targeted kindergarten teachers working in the General Directorate of Education-Baghdad / Al-Karkh2 during the 2024-2025 academic year. The research randomly selected a sample of 100 kindergarten teachers. To achieve the objectives of the study, the researcher developed two instruments: the Reflective Thinking Scale and the Autonomy Scale, each consisting of 20 items. The results revealed that kindergarten teachers have a high level of reflective thinking and autonomy. The findings also indicated a statistically significant positive correlation between reflective thinking and autonomy among kindergarten teachers.
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