Assessing the Complacent Instructional Practices of Sciences Teachers According Supervisors’ Appraisals at the Middle level Level in Saudi Arabia

Abstract

The paper aims to examine the complacent instructional practices among teachers of sciences at the middle level   level in Saudi Arabia. To achieve the goals of the study, a survey is used to explore the opinions of (41) educational supervisors and teachers of sciences. The survey ended up with a list that included 99 practices of various types of complacency, recklessness, and indifference. Moreover, the list has been developed in a form of a scale, then administrated to (73) educational supervisors to identify their evaluation of these practices. Results revealed that the overall complacency practices level was (high). It was also high on three dimensions: (evaluation; planning and preparation for the lesson; and using learning sources and employing the supporting activities). However, the other three dimensions: (commitment, attendance, punctuality and self-improvement; lesson-implementation; organizing students, dealing with them and following them); were average on the scale. Finally, the results indicated there were no significant differences over all complacency practices level due to gender variable (male-female).