Abstract
There are numerous difficulties associating with the teaching process in the secondary public schools in Kuwait. The aim of the study is to determine some of the difficulties facing science teachers in secondary schools of Mubarak AL Kabeer governorate in Kuwait. The difficulties encountered by science teachers in secondary schools were examined under these issues: curriculum objectives, student assessment system, school management and science laboratory. Seventy-seven science teachers were chosen randomly from secondary schools in Mubarak AL Kabeer governorate. A structured pretested self-administered questionnaire in Arabic was used to collect data for this study. The analyzed data indicated that both male and female science teachers have difficulties with the curriculum objectives, student assessment system, school management and science laboratory. This study suggested number of recommendations for teachers and administrators in secondary schools
Highlights
Education is a powerful weapon that has the ability to change the world (Simons, 2016)
The chi-square results shown in Tables 10 indicate no gender differences in regard to perceived difficulties caused by the school management
The first conclusion that can be drawn from our findings regarding research question 1, "What are the difficulties facing science teachers caused by curriculum objectives?" we found that almost half of the science teachers (49.4%) agreed that the science curriculum objectives failed to include all the important domains covering cognitive, affective, and psychomotor learning
Summary
Education is a powerful weapon that has the ability to change the world (Simons, 2016). Many researchers are interested in studying teacher effectiveness with the aim of improving the performance of students and schools, in critical subjects such as science and mathematics (Goe, Bell & Little, 2008; Habib, 2017; Johnson & Wells, 2017; Marulcu & Bozkus, 2017; Owoh, 2016; Robinson & Lewis, 2017). In Kuwait, students of science face learning difficulties that affect their performance and decrease their motivation towards the subject. This was demonstrated by the results of TIMSS (The Trends in International Mathematics and Science Study) 2015 in which Kuwait participated alongside 38 other countries and ranked 33rd. In the same report, based on an exploratory study that involved public secondary schools in Kuwait, it was documented that Kuwaiti students lacked an interest in science, and that 66% felt bored in science classes
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