Life Skills teachers' readiness for their role: implications for Higher Education

Tariq Jawarneh

doi:10.18538/lthe.v10.n1.95

Abstract

Abstract: The aim of this study was an assessment of Life Skills (LS) teachers’ perceptions regarding their own level of ability to handle the teaching of LS in the second cycle of basic schooling . The population of this study consisted of all LS teachers teaching at the second cycle of the basic stage of schooling in Oman. A 53-item questionnaire was used to gather data regarding how satisfactory LS teachers felt concerning their level of ability to deal with LS teaching related roles in school. The survey included two sections, demographics and a five-point Likert-type scale. The second section, the perception scale, was designed to obtain information about LS teachers’ perceptions of their ability through the use of 53 expressions, or items, divided over six subscales. These subscales of the perception scale include: Planning, Execution, Assessment, technical content, vocational counseling, and administrative duties. The results revealed that LS teachers viewed themselves as being able and competent with regard to the skills covered in the areas of planning, assessment, administrative duties and execution. On the other hand, LS teachers perceived themselves as less competent in the topical areas of vocational counseling and technical content. The results also revealed lack of skills among LS teacher on integrating information and communications technology skills in LS teaching. Remedial strategies to raise LS teachers’ level of competence and recommendations for further research are presented.

Highlights

Among several educational reforms in Oman since 1998, the introduction of Life Skills (LS) in the Omani national school curriculum in the 2000-2001 academic year has been one of the crucial innovations aimed at linking school learning with the student’s local environment, characteristics and needs
The results showed that all LS teachers have been exposed to extensive training sessions on the implementation of LS activities. 254 (92%) LS teachers indicated that they have attended 10 or more inservice training sessions relevant to LS implementation
LS teachers viewed their level of competence in the possession of LS skills as satisfactory; in other words, they perceive that their in-service training programs equipped them for the realities of the classroom and other related teaching-learning environments suitable for the delivery of LS activities

Summary

Introduction

Among several educational reforms in Oman since 1998, the introduction of Life Skills (LS) in the Omani national school curriculum in the 2000-2001 academic year has been one of the crucial innovations aimed at linking school learning with the student’s local environment, characteristics and needs. The purpose of integrating the study of life skills into the curriculum of the primary grades in the Sultanate of Oman is to help children to better understand their world, the world of work and technology, and the ways of how to benefit from using technology in their everyday life The curriculum at this stage, which comprises an introduction to simple skills related to technology, daily life skills and careers, encourages students to follow a healthy life style, deal with the products of modern technologies and local environmental issues, and improve their co-ordination through manual activities such as designing and making a table lamp. The curriculum at this stage is not vocational in the conventional sense (Ministry of Education, 2005, 2012)

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Conclusion