Date of Award

6-15-2024

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Maria Salazar

Second Advisor

Nicholas Cutforth

Third Advisor

Kimberly Schmidt

Fourth Advisor

Frederique Chevillot

Keywords

Civics education, Primary education, Professional development, Saudi Arabia, Saudi Vision 2030, Teaching methods

Abstract

In Saudi Arabia, teaching is one of the earliest and most respected vocations for females, demanding continuous growth and adaptation. This study explores the role of civics education (CE) teachers at the primary school level in Saudi Arabian public schools, specifically focusing on the opportunities and challenges they face. By examining the experiences of female educators within this unique context, the study aims to provide insights into the broader educational landscape, aligning with the goals of Saudi Vision 2030 to foster a transformative educational system. A qualitative multiple case-study approach is employed, involving classroom observations, semi-structured interviews, and analysis of lesson plans and curricular documents across three primary classrooms. This method facilitates an in-depth understanding of the factors impacting CE teachers, encompassing personal, institutional, and systemic levels. Findings indicate that CE teachers face numerous challenges, including a lack of time and support to stay current with evolving curricula, sporadic professional development opportunities, and limited exposure to innovative pedagogies. These issues highlight systemic and institutional gaps that hinder professional growth and effective teaching. Additionally, administrative interactions significantly influence teachers' self-efficacy and job satisfaction, while disparities in school facilities and the absence of guidance and counseling resources exacerbate inequalities. Despite these challenges, the study identifies several opportunities for improvement. Enhancing collaboration between educators and administrators, fostering a culture of continuous learning, and providing tailored professional development can significantly enhance teacher experiences and promote professional growth. The study underscores the need for comprehensive solutions to address systemic issues within the Saudi education system and improve civics education. By contextualizing the challenges within the ecological systems framework, this research contributes to a deeper understanding of the multifaceted nature of teaching and learning processes. The findings offer valuable insights for policymakers, educators, and stakeholders, emphasizing the importance of leveraging opportunities to enhance civics education and align with the ambitious goals of Saudi Vision 2030.

Copyright Date

6-2024

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Sarah Abdullah Almaghshy

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

170 pgs

File Size

2.4 MB

Available for download on Wednesday, August 12, 2026



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