Investigating Omani Science Teachers’ Attitudes Towards Teaching Science: the Role of Gender and Teaching Experiences

Abdullah Ambusaidi, Khalid Al-Farei

Research output: Contribution to journalArticle

1 Citation (Scopus)

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 statically 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.

Original languageEnglish
JournalInternational Journal of Science and Mathematics Education
DOIs
Publication statusAccepted/In press - Sep 23 2015

Fingerprint

teacher attitude
gender
Teaching
teacher
science
Questionnaire
experience
female teacher
questionnaire
Recommendations
Internal Consistency
Professional Development
Gender
Experience
Oman
Preparation
school grade
classroom

Keywords

  • Attitudes
  • Gender
  • Omani science teachers
  • Teaching experiences
  • Teaching science

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

@article{256ccdcb8e2e4a9abc6c330c067c62f0,
title = "Investigating Omani Science Teachers’ Attitudes Towards Teaching Science: the Role of Gender and Teaching Experiences",
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 statically 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.",
keywords = "Attitudes, Gender, Omani science teachers, Teaching experiences, Teaching science",
author = "Abdullah Ambusaidi and Khalid Al-Farei",
year = "2015",
month = "9",
day = "23",
doi = "10.1007/s10763-015-9684-8",
language = "English",
journal = "International Journal of Science and Mathematics Education",
issn = "1571-0068",
publisher = "Springer Netherlands",

}

TY - JOUR

T1 - Investigating Omani Science Teachers’ Attitudes Towards Teaching Science

T2 - the Role of Gender and Teaching Experiences

AU - Ambusaidi, Abdullah

AU - Al-Farei, Khalid

PY - 2015/9/23

Y1 - 2015/9/23

N2 - 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 statically 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.

AB - 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 statically 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.

KW - Attitudes

KW - Gender

KW - Omani science teachers

KW - Teaching experiences

KW - Teaching science

UR - http://www.scopus.com/inward/record.url?scp=84944711557&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84944711557&partnerID=8YFLogxK

U2 - 10.1007/s10763-015-9684-8

DO - 10.1007/s10763-015-9684-8

M3 - Article

AN - SCOPUS:84944711557

JO - International Journal of Science and Mathematics Education

JF - International Journal of Science and Mathematics Education

SN - 1571-0068

ER -