The degree of Social Studies Teachers' Practice their Role in Enhancing Intellectual Security among Secondary School Students in the Republic of Iraq

Abstract

The study aimed to reveal the degree of social studies teachers' practice their role in enhancing intellectual security among secondary school students in the republic of Iraq, and to reveal the differences between their responses according to (gender, qualification, experience, specialization). The descriptive survey methodology was used, A questionnaire was distributed to a sample of (360) male and female teachers in public secondary schools in Baghdad Governorate. The questionnaire was distributed to them after ensuring its validity and reliability. The study showed that the degree of social studies teachers' practice their role in enhancing intellectual security among students, in general and in the three domains of intellectual security (political, religious, and social) was medium. The study also showed that there were differences between the responses of the sample with statistical significance at (α=0.05) attributed to the gender variable in favor of females, and the qualification in favor of a bachelor’s degree, and the specialization in favor of history, while no differences appeared attributed to the experience.