OBSTACLES OF APPLYING SCIENCE AND MATHEMATICS TEACHERS’ OF FUTURE SKILLS IN BASIC EDUCATION SCHOOLS IN THE SULTANATE OF OMAN FROM THE POINT OF VIEW OF TEACHERS AND EDUCATIONAL SUPERVISORS

This study aimed to show the obstacles that prevent the employment of science and mathematics teachers in employing future skills in basic education schools. A sample of (157) male and female teachers, and (51) supervisors. The results of the study revealed that the degree of obstacles faced by science and mathematics teachers in employing future skills in basic education schools in the Sultanate of Oman. From the point of view of teachers and educational supervisors, it came to a large extent with an arithmetic mean (3,64). The results also indicated that there were no statistically significant differences at the level of significance (α = 0.05) between the average degree of obstacles due to job variables, while the results indicated that there were statistically significant differences at the level of significance (α = 0.05) between The average degree of obstacles is due to the variable of specialization in favor of mathematics teachers. The researchers recommended the necessity of urging teachers to apply modern teaching strategies and assessment activities that focus on future skills, and to reduce administrative burdens on teachers.

SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL

The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. Keywords: intent-to-leave, self-efficacy, science and mathematics teachers, wellbeing

Learners’ Perceptions of the Influence of Teachers’ Nonverbal Communication on Their Aspirations to Pursue STEM Courses

This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learners was selected using stratified simple random sampling technique, out of whom 221 were female while 244 were male from Nakuru County, Kenya. Data was collected using a secondary school learner’s questionnaire. The reliability of the questionnaire was estimated using Cronbach alpha and yielded a coefficient of 0.88. The findings show that learners’ perceived their teachers’ nonverbal communication moderately influences their aspirations to pursue STEM. However, the perception on the influence of maintaining eye contact when asking and responding to questions and being always clean and neat were high. Therefore, science and mathematics teacher education programs should enhance pre and in service teacher awareness of the effect of their nonverbal behaviour on their learners. The Teachers Service Commission which is the national teacher regulator and employer in Kenya should ensure that the policy guidelines on teachers’ dressing and grooming are straightforwardly interpreted by all teachers and properly enforced.

A proposed program in light of the requirements of the Integrated Science Approach (STEM) to develop the professional and academic performance of secondary school science and mathematics teachers

The current study aimed to identify the effectiveness of a proposed program to develop the professional and academic performance of science and mathematics teachers in the light of the entrance to the integration between science, technology, engineering and mathematics (STEM), by preparing a list of requirements for building a proposed program for science and mathematics teachers in the light of STEM education, and from Then building the proposed program based on these requirements, and the researchers used the descriptive analytical approach to describe and analyze research and studies related to the study problem and prepare the proposed concept for the training program, and the study reached a list of professional and academic development requirements for science and mathematics teachers in the light of (STEM) divided into four main axes In light of these requirements, a proposed conceptualization of the program was built, and the program was implemented through a note card to know its effectiveness, and the study found that there are statistically significant differences at the level of (0.01≥ α) between the average scores of science and mathematics teachers in the post and pre-implementation applications of the professional performance note card And the academic of the study sample group in favor of the post application.

What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia

There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.

The Attitudes of Science and Mathematics Teachers toward the Integration of Information and Communication Technology (ICT) in their Educational Practice: The Application of the Unified Theory of Acceptance and Use of Technology (UTAUT)

This research aims to identify science and mathematics teachers’ attitudes towards integrating Information and Communication Technology (ICT) in their educational practice through applying the Unified Theory of Acceptance and Use of Technology (UTAUT). A questionnaire instrument was developed based on the constructs of the UTAUT (performance expectancy, effort expectancy, social influence and facilitating conditions) and attitudes scale. The study sample consisted of a group of mathematics and science teachers in governorate of Ma’an. The participants were randomly selected. Descriptive and regression analysis were used to analyze the data. The results showed the attitudes of science and mathematics teachers towards integrating information and communication technology in the educational process were high and positive. In addition, the results showed that science and mathematics teachers had positive and high perceptions of integrating information and communication technology in the educational process in all dimensions (performance expectancy, effort expectancy, social influence, and facilitating conditions). Furthermore, the unified theory of acceptance and use of technology was valid in explaining the attitudes of Science and Mathematics teachers toward the integration of ICT in the in their educational practice.