The main purpose of the research was to know geography teachers' self-efficacy
and teaching performance levels in developing Habits of Mind which related to geography,
and their relation to each other and their relation to the levels of teacher`s habits of mind,
knowledge and skills of teaching to develop them, and his attitude toward this kind of
teaching. To achieve that, the study adopted the descriptive research method to develop
the theoretical framework and research tools which designed by the researcher, and
applied on a sample of 25 geography teachers from the secondary stage during the school
year 2017/2018, the data collected and statistically treated س. The results indicated that:
1) there is low levels of teachers` Self-efficacy, teaching performance and his: habits of
mind, knowledge and skills of teaching to develop habits of mind, and a very weak
acceptance attitude toward that kind of teaching; 2) There is a statistically significant
positive correlation at the 0.01 level between: a) levels of teachers` Self-efficacy, and his:
habits of mind, knowledge and skills of teaching to develop habits of mind, and the attitude
toward that kind of teaching . b) levels of teachers` teaching performance, and his: habits
of mind, knowledge and skills of teaching to develop habits of mind, and the attitude
toward that kind of teaching. c) levels of teachers` Self-efficacy, and his teaching
performance in developing Habits of Mind which related to geography. The results
discussed either quantitative and qualitative, and according to that the research
recommended to develop the geography teachers` preparation, and professional
development programs to enhance teachers levels of Self-efficacy, and teaching
performance in developing Habits of Mind which related to geography, with taking account
on enhancing thier: habits of mind, knowledge and skills of teaching to develop habits of
mind, and the attitude toward that kind of teaching