The Level of Innovative Educational Practices Among Kindergarten Teachers in Deir ez-Zor Governorate

Abstract

This research aimed to identify the level of innovative educational practices among kindergarten teachers in Deir ez-Zor Governorate and to examine differences in these practices according to years of experience, academic qualification, and training courses. The research adopted a descriptive-analytical approach and utilized a questionnaire covering innovative teaching methods, the teacher's role in enhancing learning, and challenges to innovation. The instrument was administered to a sample of 119 kindergarten teachers.

The findings showed that the level of innovative educational practices was moderate. The results also revealed statistically significant differences attributed to the variable of years of experience in favor of more experienced teachers, as well as to the variable of training courses in favor of teachers who had undergone training courses, while no statistically significant differences were found attributed to the variable of academic qualification.

Based on these findings, The research recommends strengthening specialized training programs to enhance innovative practices, providing supportive institutional environments, and conducting further research on additional influencing variables.