A Sense of Responsibility of Science Teachers Towards Students' Learning

Abstract

The study's aim is to determine, from the teachers' own point of view, how much cognitive, skilled, and emotional investment science teachers have in their students' academic growth as well as to demonstrate the differences in the level of responsibility among science teachers based on gender, rank, and educational qualification. The study's sample consists of (123) teachers from the Salt Region’s Directorate of Education. The research instrument includes (28) items whose validity and reliability is verified. The results reveal that there is no statistical significant difference in the sense of responsibility among teachers based on their gender or their rank. However, the results reveal that teachers with an educational qualification had a greater sense of responsibility than their peers who lack such a qualification.