Teachers’ Resistance to Change in‏ ‏Math and Science ‎Curricula in the Sultanate of Oman

Abstract

The study aimed to explore the degree of math and science teachers’ resistance to the change to Math and Science Series Project in Oman, as wellas to detect the existence of statistically significant differences between the estimates of the sample members on their resistance to change due to the demographic variables (gender, major and qualification). A descriptive research design was implemented using the resistance to Change scale developed by (Oreg, 2006) to measure the affective, behavioural and cognitive resistance to change of math and science teachers to the change to math and science series project. Data was conveniently collected from (308) math and science teachers from cycle-2 (grades 5-10) schools from all the governorates of the Sultanate. The data was analyzed through descriptive statistic, The findings showed that their resistance to change was low. They showed that there were significant statistical differences in teachers’ resistance to change attributed to the gender variable in favour of male teachers, and to the major variable in favour of science teachers Yet, there were no significant statistical differences attributed to educational qualification. The results were discussed and a set of recommendations were presented.

JJES,18(3), 2022, 437-449