The degree of kindergarten teachers' possession of neurolinguistic development skills

The aim of the research is to identify the degree of possession of NLP skills by kindergarten teachers. The significant differences in the skills of NLP among kindergarten teachers according to: A- Years of experience (less than 5 years - more than 5 years) B- Educational qualification (kindergarten - other), the significance of the significant differences in the level of individual communication skills, which are represented in (thinking, perception, belief) among kindergarten teachers. The significance of the significant differences in the level of the individual’s communication skills with others, which are represented in (human relations, problem solving, representative systems) among kindergarten teachers. The research community included kindergarten teachers in the city of Mosul, and a random sample of (120) teachers was selected from them to answer the paragraphs of the scale that was adopted from the study. (Abdul Aal and Bani Hani 2015), and after confirming its validity and reliability, the social statistical bag was relied upon in processing the data and obtaining the following results: Kindergarten teachers have a good level of neurolinguistic development skills. There are significant differences in favor of more experienced teachers, but there were no significant differences according to the educational qualification. The highest skill was representational systems and the last skill in the ranking was social relations.

Based on the research results, a number of recommendations were included, including adding a curriculum that addresses neuro-linguistic programming skills in particular, and soft and hard skills within the curricula presented to kindergarten students.

And a number of proposals for future research on neuro-linguistic programming skills among other samples, such as university professors.