Science Teachers' Perceptions of Social-Emotional Learning: Lessons from Oman

Autor/inn/en	Shahat, Mohamed A.; Ambusaidi, Abdullah K.; Al-Busaidi, Abir; Al-Qulhati, Manal
Titel	Science Teachers' Perceptions of Social-Emotional Learning: Lessons from Oman
Quelle	In: Alberta Journal of Educational Research, 68 (2022) 4, S.515-536 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shahat, Mohamed A.) ORCID (Ambusaidi, Abdullah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Science Teachers; Social Emotional Learning; Teacher Attitudes; Teaching Experience; Teacher Competencies + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrkunst
Abstract	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. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01