Kuwaiti social studies teachers' expectations for the futures of students ordinarily sit near the teacher

Abstract

The current study aimed to reveal Kuwaiti social studies teachers' expectations for the future conduct of the students who ordinarily sit close to the teacher. These expectations are related to academic, behavioral, social, and vocational conduct domains. A descriptive, analytical method was used. A questionnaire was used to collect data. The study was applied to a random sample of social studies teachers in Kuwaiti schools in six educational districts. The sample consisted of 224 social studies teachers. The study revealed that the level of social studies teachers' expectations about the future conduct of students sitting in locations close to the teacher was closely aligned with both the scientific and behavioral domains and moderately aligned with both the social and vocational domains. It was also found that there were no statistically significant differences in teachers' expectations due to years of experience, and there were no statistically significant differences in teachers' expectations due to gender in all study domains except for the academic domain, in which male teachers showed higher future academic expectations than the females. It is recommended to provide training courses for teachers on classroom management, emphasizing the importance of rotating students' seating locations and encouraging teachers to use other seating arrangements that provide equal opportunities for all students to be close to the teacher.