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.
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
Recommended Citation
Almaghshy, Sarah Abdullah, "Opportunities and Challenges Facing Civic Teachers in Public Schools: A Case Study of Elementary Teachers in Saudi Arabia" (2024). Electronic Theses and Dissertations. 2419.
https://digitalcommons.du.edu/etd/2419
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Near and Middle Eastern Studies Commons