Difficulties Facing Science Teachers in Basic Education Stage in Tamzin

Abstract

This study aimed to identify the difficulties facing science teachers in the basic education stage in Tamzin Area and to determine the main factors related to the curriculum, teachers, school environment, and students. It also examined whether teachers’ perceptions of these difficulties differed according to selected personal variables. A descriptive-analytical approach was adopted, and a questionnaire was used to collect data from sample of 25 science teachers in basic education schools in Tamzin, comprising 9 male and 16 female teachers. The questionnaire comprised four categories of difficulties, such as curriculum, teacher, environment, and students. The answers were recorded on the basis of a three-point Likert scale. The data were analyzed by applying percentages, means, weighted means, standard deviation, Cranach's alpha, Pearson correlation coefficient, and Mann–Whitney test. It is observed from the results that the difficulty level was relatively high, as the weighted mean and standard deviation were 2.40 and 0.662, respectively. Environment-related difficulty had the highest value (2.59), while teacher-related difficulty ranked second (2.50). Student-related difficulties ranked third, with a mean of 2.35, while curriculum-related difficulties ranked fourth, with a mean of 2.16. The results also showed no statistically significant differences in the study variables: gender, experience, and academic qualification. The study recommends improving science laboratories and teaching resources, strengthening in-service teacher training and incentives, and enhancing the connection between science curricula and the local educational environment.