Science Teachers' Perceptions of Social-Emotional Learning: Lessons from Oman
Bibliographic record
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. Keywords: Science Teacher, perception, Social-Emotional Learning, Sultanate of Oman L'étude visait à identifier les perceptions des enseignants de sciences sur l'apprentissage socio-émotionnel. L’étude a suivi une approche descriptive utilisant une méthodologie quantitative et elle repose sur un échantillon représentatif au niveau national de enseignants de sciences masculins et féminins (n = 1 034). Un questionnaire a été conçu et utilisé pour la collecte des données. Les résultats ont révélé que les enseignants de sciences ont des perceptions négatives de l'apprentissage émotionnel et social. On a constaté des différences statistiquement significatives entre les femmes et les hommes. De même, une différence statistiquement significative a été constatée en fonction du niveau scolaire enseigné. Cependant, aucune différence statistiquement significative dans les perceptions des enseignants de sciences n’a été constaté en fonction des années d'expérience d'enseignement. Les implications sont discutées et des recommandations sont proposées pour promouvoir la compétence socio-émotionnelle des enseignants. Mots clés : enseignant de sciences, perception, apprentissage socio-affectif, Sultanat d'Oman.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".