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

Tariq Yousef Jawarneh


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.


Life Skills; Technology Education; Pre-Vocational Education; learning activities; constructivism

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