TY - JOUR
T1 - Science Teachers' Perceptions of Social-Emotional Learning: Lessons from Oman++ `
T2 - Lessons from Oman
AU - Shahat, Mohamed A.
AU - Ambusaidi, Abdullah K.
AU - Busaidi, Abir Al
AU - Qulhati, Manal Al
N1 - Publisher Copyright:
© 2022 The Governors of the University of Alberta.
PY - 2022
Y1 - 2022
N2 - The study aimed to identify science teachers' perceptions of social-emotional learning. A descriptive approach using quantitative methodology was followed, and a nationally representative sample of male and female science teachers (n = 1034) was used. A questionnaire was designed and used for data collection. The results revealed that science teachers have negative perceptions of emotional-social learning. Statistically significant differences were found between females and males. Also, there was a statistically significant difference based on grade level taught. However, there were no statistically significant differences in science teachers' perceptions due to years of teaching experience. Implications are discussed and recommendations are offered for promoting teachers' social-emotional competence.
AB - The study aimed to identify science teachers' perceptions of social-emotional learning. A descriptive approach using quantitative methodology was followed, and a nationally representative sample of male and female science teachers (n = 1034) was used. A questionnaire was designed and used for data collection. The results revealed that science teachers have negative perceptions of emotional-social learning. Statistically significant differences were found between females and males. Also, there was a statistically significant difference based on grade level taught. However, there were no statistically significant differences in science teachers' perceptions due to years of teaching experience. Implications are discussed and recommendations are offered for promoting teachers' social-emotional competence.
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U2 - 10.11575/ajer.v68i4.74503
DO - 10.11575/ajer.v68i4.74503
M3 - Article
AN - SCOPUS:85150853368
SN - 0002-4805
VL - 68
SP - 515
EP - 536
JO - Alberta Journal of Educational Research
JF - Alberta Journal of Educational Research
IS - 4
ER -