Marwa Alrajhi

This paper investigates the meditational role of students' academic and social self-concept on the relationship between English teachers' teaching styles (authoritative, authoritarian and permissive) and their Omani tenth graders' achievement. The participants included 511 school students (239 males, 272 females). To examine students' social and academic self-concept, the Self-Definition Questionnaire (SDQ-I) (Marsh, 1988) was used. In addition, the researchers developed the Teacher Authority Questionnaire based on Buri's (1991) Parents' Authority Questionnaire to examine students' perceptions about their teachers' teaching styles. SPSS was used to analyze the data. The findings showed that grade ten students had higher levels of social self-concept (M=4.02) than academic self-concept (M=3.52). In addition, it was found that students perceived their teachers to use authoritative (M=3.32) and authoritarian styles (M=3.07) more than permissive style (M=...

ABSTRACT This study examined the relationship between academic and social self-concept and teachers’ teaching styles (authoritative, authoritarian and permissive). The participants included 511 school students (53.2% females). They completed the Self-Definition Questionnaire (SDQ-I) and the Teacher Authority Questionnaire. Data were analysed to predict self-concept from teaching styles. On the one hand, females’ academic self-concept was positively predicted by authoritative and permissive teaching. However, their social self-concept was only predicted by permissive teaching. On the other hand, males’ academic and social self-concepts were not predicted by any of the teaching styles. Teaching styles seem to support learning self-concept in female students more strongly than in male students. The findings contribute to social cognitive theories when applied to cross-cultural settings.

This paper examines English student teachers’ perceptions of their best English school teachers’ characteristics using grounded theory as an analysis approach. The researchers utilized an open-ended questionnaire for a sample of (207) Omani undergraduate students at the college of education, Sultan Qaboos University. The findings give insights about students’ perceptions of best English teachers’ practices.

هدفت الدراسة للتحقق من الخصائص السيكومترية لمقياس هكساكو-60 للعوامل الستة للشخصية، على عينة من طلبة المدرسة والجامعة في سلطنة عمان. وقد تكونت عينة الدراسة من 784 طالبًا وطالبة من الصفين التاسع والحادي عشر (متوسط العمر 15.31 عامًا). أجاب 444 منهم على نسختي التقرير الذاتي، وتقييم الأقران؛ بينما أجاب الآخرون على نسخة التقرير الذاتي فقط. بالإضافة إلى ذلك، فقد تكونت العينة أيضًا من 421 طالبًا وطالبة من المرحلة الجامعية (متوسط العمر 19.94 عامًا)، أجابوا على استمارة التقرير الذاتي فقط. تم التحقق من البنية العاملية للمقياس باستخدام التحليل العاملي التوكيدي، وقد أوضحت النتائج وجود بنية عاملية بستة عوامل مكونة من 51 عبارة في كل من نسختي التقرير الذاتي وتقييم الأقران على عينة المدرسة، وبنية عاملية بستة عوامل مكونة من 60 عبارة على طلبة الجامعة. كما أشارت النتائج إلى وجود مؤشرات حسن مطابقة ومعاملات ثبات جيدة للمقياس، فيما عدا انخفاض معامل الثبات لكل من عاملي الانفتاح على الخبرة والقبول؛ لذلك، من المهم الحذر عند استخدام مقياس هكساكو-60 في سلطنة عمان، مع أهمية إجراء دراسات أخرى للتحقق من خصائصه ال...

This study investigates math and science teachers’ teaching styles (authoritative, authoritarian and permissive) as perceived by their students. In addition, the study examines the effects of these teaching styles on students' motivation and attitudes towards mathematics and science. The three dimensions of teaching styles are defined based on two dimensions: demandingness and responsiveness. The sample will consist of (300) eight graders who will be selected from Muscat school district, Sultanate of Oman. To examine students' perceptions about their teachers' teaching styles, the researchers have adapted the Arabic version of the Parenting Authority Questionnaire (PAQ, Buri, 1991, Aldhafri et al., 2009). The items were reworded to fit with the teaching items and the content of some items was modified. The new Teaching Authority Questionnaire (TAQ) consists of 30 items (with 5 point-likert scale, ranging from strongly agree to strongly disagree). The TAQ focuses on stude...

This research aimed to examine the quality of services provided to students with disabilities at SQU from the perspectives of quality recipients. The sample consisted of 20 male and female students who were visually impaired or had low vision. The researchers used a questionnaire that investigates the quality of the services divided into two scales: Educational services (12 items) and general services ( 13 items). In addition, the questionnaire consisted of two open-ended questions that ask about the participants' opinions on how to improve the quality of services and what unavailable services the wish to be provided to them. The findings revealed that the level of service quality, generally, was high ( educational services M= 3.5, & general services M= 3.7). However, there were some variations in the level of quality that varies from each service to another. Also, the participants reported that there need some services to be provided such as providing the learning material prin...

The purpose of the current study was to predict Omani teachers' burnout levels using their efficacy beliefs. The focus was on examining the predictive role of efficacy beliefs for teachers of students with learning difficulties (SLD) in predicting these teachers’ burnout. The sample consisted of (171) female teachers teaching at elementary level (grades 1 to 4). Teachers’ burnout was measured using Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981) with its three dimensions: emotional exhaustion, depersonalization, and feelings of low personal accomplishment (α = 0.85). Teachers’ efficacy beliefs were examined using the Efficacy Scale for Teachers of SLD (EST-SLD) that was based on Bandura's theory (1997) and constructed by Aldhafri (2010) for teachers of SLD (α = 0.97). The EST-SLD consists of 38 items with 9-point Likert scale. The EST-SLD examines two types of efficacy beliefs: instruction efficacy beliefs (17 items, α = 0.93) and communication efficacy beliefs (21 ...

The study aimed to examine the predictive effects of educational and health stress on Sultan Qaboos University's (SQU) students' feeling of alienation. In addition, the study examined the effects of demographic variables (gender, GPA) on the levels of alienation. The study sample consisted of 482 students (69.3%) females from both undergraduate and postgraduate levels at SQU. Two questionnaires were used. The first one measured the levels of alienation based on four domains: loss of belonging, non-compliance with standards, feeling of disability, and loss of meaning. The second one measured the levels of educational and health stress. The study results revealed that the rates of alienation and stress were generally low. Moreover, statistically significant differences were found in the domain of non-compliance with standards based on gender. Also, statistically significant differences were found in all alienation domains based on GPA. The results indicated that educational st...

Citation: Alkharusi, H., Aldhafri, S., Al-Hosni, K., Al-Busaidi, S., Al-Kharusi, B., Ambusaidi, A. & Alrajhi, M. (2017). Development and Validation of a Scale for Measuring Mathematics Teaching SelfEfficacy for Teachers in the Sultanate of Oman. International Journal of Instruction, 10(3), 143-158. https://doi.org/10.12973/iji.2017.10310a Received: 07/02/2017 Revision: 24/04/2017 Accepted: 28/04/2017

The purpose of the current study was to predict Omani teachers' burnout levels using their efficacy beliefs. The focus was on examining the predictive role of efficacy beliefs for teachers of students with learning difficulties (SLD) in predicting these teachers’ burnout. The sample consisted of (171) female teachers teaching at elementary level (grades 1 to 4). Teachers’ burnout was measured using Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981) with its three dimensions: emotional exhaustion, depersonalization, and feelings of low personal accomplishment (α = 0.85). Teachers’ efficacy beliefs were examined using the Efficacy Scale for Teachers of SLD (EST-SLD) that was based on Bandura's theory (1997) and constructed by Aldhafri and Almamari (2010) for teachers of SLD (α = 0.97). The EST-SLD consists of 38 items with 9-point Likert scale. The EST-SLD examines two types of efficacy beliefs: instruction efficacy beliefs (17 items, α = 0.93) and communication efficacy...