Social Studies Teachers' Performance in the Context of the Knowledge Society at Saudi Arabian Schools

Abstract

This study investigated social studies teachers’ teaching practices in the knowledge society framework at Saudi Arabian schools as viewed by educational supervisors and teachers using the descriptive analytical approach. The study used a questionnaire. The study’s sample consisted of 33 randomly selected educational supervisors and 62 social studies teachers. Only 95 questionnaires were complete and statistically analyzed Results revealed that the means of the social studies teachers’ performance were viewed as being above average. The study recommends training teachers on the modern educational experiences imposed by the knowledge society.