Teachers’ Concerns about the Implementation of the New Primary Science Curriculum in Saudi Arabia

Abstract

The purpose of this study was to investigate concerns regarding the implementation of a new science curriculum in primary schools in Saudi Arabia. The data in this study were obtained from 77 science teachers (response rate: 75.49%). An online survey design was chosen that used the Stages of Concern Questionnaire. The data were analysed using quantitative measures (descriptive data analysis and inferential analysis). This study utilized the Concerns Based Adoption Model as its theoretical framework. Stages of Concerns findings; the Informational stage showed a mean score of 69, while the Personal stage was the second highest with a mean score of 67. Refocusing, Collaboration, and Consequence were the third, fourth, fifth, and highest stages of concern, respectively. The Management stage was the lowest stage of concern. The Stages of Concern Questionnaire included concerns that were generally aligned to nonusers or users who sometimes implemented parts of online teaching. The data analysis regarding the participants’ personal characteristics indicated that their concerns in implementing a new science curriculum were influenced by their gender and years of teaching experience. A statistically significant difference was found in the participant concerns in implementing a new science curriculum by gender (p < 0.05). Significant differences were found in all stages of concern except management. According to the multivariate analysis of variance results, female self-concerns were found to be significantly more intense than the male. Moreover, a statistically significant difference was found in the participant concerns in implementing a new science curriculum by year of teaching the informational and refocusing stages (p <0.03). The study concludes with recommendations for MoE implementation of a new science curriculum and recommendations for future studies focused on professional development programs.