Abstract

The study aimed to identify the role of intermediate school female teachers in Tabuk city in enhancing the critical thinking skills of their students and to reveal the existence of differences in the role of the educational teacher in enhancing critical thinking skills of her students according to the variable: (specialization, years of experience, educational level). To achieve the objectives of the research, the researcher followed the analytical descriptive method by using a questionnaire consisting of (35) items distributed over five dimensions. A random sample of (301) intermediate school female teachers was applied from a community of (1208) intermediate school female teachers in Tabuk. The study reached several results, including: the role of intermediate school female teachers in Tabuk in enhancing critical thinking skills of their students for the five dimensions (very high) and its average reached (4.59), and the reality of the teacher's role in enhancing critical thinking skills of her students for the items of each the five dimensions (very high). Also, it was found that there were statistically significant differences at the significance level (05.0) for the variable: (years of service) for the five main dimensions for experienced female teachers (5-10) years, and there were no statistically significant differences for the variable: (specialization, academic qualification) in enhancing critical thinking skills of the five main dimensions. In view of the findings, recommendations were presented including continuing to hold training courses and scientific seminars for female teachers that increase the mastery of critical thinking skills practically.