Measuring The Level Of Shyness Among Pre-Service General Education Mathematics Teachers

Abstract

This study aimed to identify the level of shyness among general education teachers in the pre-service stage, as the sample included (240) mathematics teachers. The purposive sample was chosen. The indications of content validity, which represented (80%), and the indications of internal construct validity, which measure the extent to which the item score is related to the total score of the scale among members of the study sample, were verified, where the value (0.30) is[1] considered a criterion for distinguishing the item and its belonging to the scale. The reliability significance was also verified using Cronbach alpha, which reached (0.919).

       The results also showed that there is an average level of shyness among mathematics teachers in general education in the pre-service stage in the Kingdom of Saudi Arabia, where the arithmetic mean for the level of shyness was (2.81) and a standard deviation (0.96), and the results showed that there were statistically significant differences at (α≥ 0.05) in the level of shyness among mathematics teachers in general education in the pre-service stage due to the age variable, and the differences in the level of shyness were in favor of teachers of the age group (25 years and younger). There are also no statistically significant differences at (α≥0.05) in the level of shyness among mathematics teachers in general education in the pre-service stage due to the years of experience variable.

      The study recommends training teachers on ways to modify behavior to face challenges within the classroom environment, as well as conducting further studies and research related to emotional and behavioral disorders in mathematics teachers.