THE SELF-PERCEPTION OF STEM AND SOCIAL STUDIES TEACHERS IN THE KINGDOM OF SAUDI ARABIA IN THE CONTEXT OF MAJOR CURRICULAR REFORM

The purpose of this research is to characterize the self perception of ‘social studies’ and STEM at the secondary level in the Kingdom of Saudi Arabia, KSA. Although the Ministry of Education in KSA is committed to providing high quality education most students score well below the international average. Preliminary research on performance in KSA indicates that most students record low scores in the STEM subject. Also, the 2015 Trends in International Mathematics and Science Study, TIMSS, categorise KSA among the five countries with the lowest average achievement in mathematics and science around the world. The current study examines the factors contributing to low TIMSS scores in mathematics and science as perceived by the teachers and students, and the self-perception of ‘social studies’ teachers and students in the curricular reforms in KSA and evaluating how these perceptions can be used to make teaching recommendations in order to improve the performance and professional attitude of teachers. Surveys were used to collect data from mathematics and science and ‘social studies’ teachers and students in Saudi Arabia. Based on the responses received from the study participants, this research finds that teachers have a high understanding of the school curriculum and the required strategies for implementation. Most of the study subjects also rated school leadership’s support for teachers’ professional development to be low in KSA and it was noteworthy that in-career education is minimal which is problematic considering the demands within the Kingdom for reform and changes in perspective. The results provide insights into the perception of curricular reform and the teachers’ place in that process. Some aspects of teacher development need to be improved, such as job satisfaction for teachers in school, the students’ ability to achieve academic school goals, as well as students desire to do good work at school. The results were analyzed using multidimensional scaling and triangulated between teachers, students and subjects. Plots of dimensions showed convergence in perceptions and that there was a dependency on management to bring about reform and that teachers needed to be given a sense of ownership of the reform process. A correlation analysis was also performed, and the results revealed a significant positive relationship between teachers’ expectations for student achievement and teachers’ ability to inspire students either from the teachers or students' perspectives. The analyses revealed a significant positive relationship between students’ ability to achieve academic goals and their desire to do good work at school. Lastly, there was a significant positive relationship between school and teachers’ cooperation to plan education and leadership support for teachers’ professional development. However, it remains to be seen if this will be implemented.