Abstract
This study aimed to investigate design thinking methods and their relationship to professional motivation among physics teachers in intermediate education, considering the impact of the gender variable. To achieve this goal, the researcher selected a descriptive approach and used a questionnaire consisting of 30 items. Statistical data analysis was conducted using SPSS, applying the Chi-square test and Cronbach's alpha to measure validity and reliability. The validity and reliability were confirmed using appropriate scientific methods. The survey was administered to a random sample of physics teachers in schools in Al-Diwaniyah Governorate, with a total sample size of 100 participants. The researcher found that physics teachers in intermediate education possess a good level of design thinking methods and above-average levels of professional motivation. Additionally, a significant correlation was identified between design thinking methods and professional motivation among these teachers. It was also found that there were no statistically significant differences at the 0.05 level regarding design thinking methods and their relationship to professional motivation among physics teachers in intermediate education based on the results obtained by the researcher.
Keywords
Design Thinking, Professional, Motivation, Physics Teachers
Recommended Citation
Maarij, Ruqaya Ghali
(2025)
"Design Thinking Methods and Their Relationship to Motivation Among Physics Teachers in Intermediate Education,"
Uruk for Humanities: Vol. 18:
Iss.
2, Article 6.
Available at:
https://muthuruk.mu.edu.iq/journal/vol18/iss2/6
