Deep Thinking and its Relationship to Reading Comprehension Skills among Primary School Teachers

Abstract

This research aims to investigate the relationship between deep thinking and reading comprehension skills among primary school teachers. The research sample consisted of (60) male and female teachers who teach the first third grade of primary school in the Dhi Qar Education Directorate/Al-Rifai Education Department. To achieve the research objectives, two scales were adopted. The first, measuring deep thinking skills, consisted of (20) items divided into four domains, with (5) items in each domain. The second, measuring comprehension skills, consisted of (24) items divided into four domains, with (6) items in each domain. The validity and reliability of both scales were verified. The descriptive correlational approach was used to achieve the research objectives. The population of this research consisted of primary school teachers in government primary schools during the second semester of the 2025-2026 academic year, representing a percentage of the total population. (30%) of the research population participated. The results showed that the level of deep thinking and comprehension skills among primary school teachers was moderate. However, the relationship between deep thinking and comprehension skills among primary school teachers, as measured by both instruments, was at high levels. The results also showed statistically significant differences in the domains of both instruments, with a positive correlation between them.