ABSTRACT

Some Omani science teachers face a challenge in teaching students to deal with learning materials such as texts and pictures. Based on the need for adequate teaching with text-picture material (TPM), this study aimed at investigating the level of teachers’ (N = 886) attitudes and motivational orientations—as aspects of their professional competence—toward teaching with TPM and their relations to teacher background variables. The results showed a high level of teachers’ attitudes and motivational orientations in teaching with TPM and revealed low directed relations among teachers’ gender, teaching experience, and the number of science lessons taught per week in all classes. In addition, the results showed differences in teachers’ attitudes and motivational orientations in schools of different levels. The findings of this study contribute to the science education field by adding knowledge on important aspects of teachers’ competence for teaching with TPM and their relations to teachers’ demographic background in an Arab context such as that in Oman.

摘要

一些阿曼科学教师在教学生处理文本和图片等学习材料方面面临挑战。基于充分利用图文资料（TPM）教学的需要，本研究旨在调查教师（N= 886) 态度和动机取向——作为他们专业能力的一个方面——对 TPM 教学及其与教师背景变量的关系。结果显示，教师在 TPM 教学中的态度和动机取向较高，而教师性别、教学经验和所有班级每周教授的科学课数量之间的直接关系较低。此外，结果显示不同层次学校的教师态度和动机取向存在差异。本研究的结果通过增加有关教师在 TPM 教学能力的重要方面的知识，以及在阿拉伯环境中与教师人口背景的关系（例如在阿曼），为科学教育领域做出了贡献。