Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

Autor/inn/en	Ambusaidi, Abdullah; Al-Farei, Khalid
Titel	Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences
Quelle	In: International Journal of Science and Mathematics Education, 15 (2017) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9684-8
Schlagwörter	Foreign Countries; Questionnaires; Science Teachers; Teacher Attitudes; Science Instruction; Gender Differences; Teaching Experience; Hands on Science; Developmentally Appropriate Practices; Planning; Statistical Analysis; Oman + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterkonflikt; Entwicklungsbezogene Bildung; Ablaufplanung; Planungsprozess; Statistische Analyse
Abstract	A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The questionnaire was administered to 139 randomly selected science teachers who teach science in grades 5-10. The sample consisted of 72 male teachers and 67 female teachers, 57 teachers with teaching experience between 1 and 5 years and 82 teachers with teaching experience of 6 and more years. The sample was selected from 7 schools in 1 Educational Governorate in the Sultanate of Oman. The questionnaire reliability was calculated by an internal consistency method, using Cronbach's alpha, which gave the value of 0.73 for all the items. The findings indicated that science teachers' attitudes toward teaching science were positive. Furthermore, the results showed that there were statistically significant differences in teachers' attitudes due to gender in favor of the female teachers and in teaching experience in favor of teachers with long experience. The study proposed some recommendations to improve the science teachers' attitude, especially male teachers towards science teaching. Paying more attention to in-service professional development programs, encouraging new teachers to attend some classes to observe experienced colleagues, and finally rewarding teachers morally, socially, and financially are some of these recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01