The Reality of Basic Education Teachers' Performance and its Relationship to the Development of Pupils' Mental Processes (A Field Study)

Abstract

Education in Libya, like other educational systems in Arab countries, is governed by laws and regulations that regulate its operations and define its paths and objectives. Education is considered the fundamental pillar upon which the state progresses and develops. However, the educational sector faces various academic, economic, and social challenges, some of which directly impact students. Educational institutions are responsible for developing students' skills, enhancing their knowledge, and fostering innovative and creative thinking, which is primarily achieved through teacher performance. This research aims to identify the current state of performance among basic education teachers and its relationship to the development of mental processes in pupils. The study adopted a descriptive-analytical approach to examine the reality of teacher performance in the basic education stage, utilizing a questionnaire as the main tool for data collection. The research yielded several key findings: the participants' responses confirmed a positive correlation between teacher performance and the development of mental processes in pupils. Furthermore, the findings highlighted various challenges and obstacles, most notably the lack of modern teaching aids in schools, inadequate guidance and evaluation of teachers regarding their areas of deficiency, and the absence of training programs and workshops designed to motivate teachers and enhance their professional capabilities.