The reality of visual learning strategy among early grade female teachers and its relationship to their motivational orientations

Abstract

This study aimed to examine the current use of the visual teaching strategy among early-grade female teachers and to explore the relationship between this usage and the teachers' motivation toward the teaching profession. To achieve these objectives, the researcher employed a descriptive survey method and utilized two questionnaires: the first to measure the level of visual teaching strategy implementation, and the second to assess the teachers' motivation toward the teaching profession. The study sample consisted of 300 early-grade female teachers in Dhi Qar Governorate. The study yielded several findings, most notably the absence of a correlation between female teachers' motivation and their use of visual teaching strategies, as well as the low level of implementation of these strategies among teachers of the early primary grades. The results also revealed limited teacher familiarity with visual teaching strategies and how to utilize them effectively in the educational process, alongside a scarcity of training programs, conferences, seminars, and workshops aimed at enhancing the educational process and promoting the use of modern teaching strategies, including visual teaching.