Social studies teachers’ role in developing citizenship among secondary school students from teachers’ point of view in Jordan

Abstract

The objective of the study was to determine, from the perspective of Jordanian instructors, how social studies teachers contribute to students' development of citizenship. The study sample was made up of (82) male and female instructors, with the study population being all social studies educators. A 40-item questionnaire covering four domains—values of belonging, values of involvement, values of political knowledge, and values of respect for others—was created to help the study's goals be met. The survey indicated that secondary school students had a high degree of acquiring civic ideals. The findings also showed that there were no statistically significant variations in social studies instructors' typical reactions to the degree of civic virtue among Jordanian secondary school students. The findings also revealed that, according to academic degree, specialty, and experience, there were statistically significant disparities between the average responses of social studies instructors to the degree of development of citizenship ideals among secondary school students. It is evident that secondary school students have a high level of civic consciousness. Based on the study findings, it is necessary to establish programs that allow students to practice the values of citizenship and apply them to their families and societies.