Reflective Thinking And Successful Intelligence And Their Relationships To Self-Efficacy Among Kindergarten Teachers

Abstract

Background: The kindergarten teacher is the primary individual responsible for forming children's personalities and minds, which are basic factors of any educational system. This study aimed to reveal the levels of reflective thinking and successful intelligence in kindergarten teachers and their relationship to self-efficacy. Methods: This research followed a descriptive-analytical approach. The sample consisted of 191 female kindergarten teachers in Al-Ahsa, Saudi Arabia. In addition, three questionnaires were employed by the researchers. Results: The participants showed high levels of reflective thinking, successful intelligence, and self-efficacy. There was a significant positive relationship between self-efficacy and both reflective thinking and successful intelligence; moreover, the self-efficacy of kindergarten teachers could be predicted by both reflective thinking and successful intelligence. Conclusion: The researchers in the present study recommended conducting in-depth research on the impact of successful intelligence among female teachers on self-efficacy and linking it to variables such as age and years of experience.