The Role of Artificial Intelligence Applications in Enhancing Effective Teaching Skills among Female Teachers of the First Three Primary Grades from the Perspective of Educational Supervisors

Abstract

This study aimed to identify the role of employing artificial intelligence (AI) applications in enhancing effective teaching skills among teachers of the first three grades, from the perspective of educational supervisors, and to examine the existence of statistically significant differences in this role attributable to the variables of academic qualification, years of experience, and number of training courses. The study adopted the descriptive survey approach. A questionnaire consisting of (30) items distributed across three domains was developed and administered to a sample of educational supervisors working in the Educational Supervision Department in Russeifa District. The study adopted a census survey approach in accordance with the nature of the study population and consisted of (33) male and female supervisors. The results revealed that the role of employing AI applications in enhancing effective teaching skills among teachers of the first three grades, from the perspective of educational supervisors, was rated as high. The findings also indicated statistically significant differences at the significance level (α ≤ 0.05) attributable to the academic qualification variable, in favor of supervisors holding postgraduate degrees, as well as to the number of training courses, in favor of those who had attended two training courses in the field of artificial intelligence. In contrast, no statistically significant differences were found attributable to years of experience.The study recommended the continued provision of specialized and diversified training programs for  educational supervisors in the field of employing AI applications, due to their positive impact on enhancing effective teaching skills among teachers of the first three grades and improving the quality of the educational process.