The Degree to Which Kindergarten Teachers Practice Educational Values in Light of the Early Learning Development Standards in Saudi Arabia

Abstract

in Light of the Early Learning Development Standards in Saudi Arabia

Abstract
This study aimed to investigate the extent to which kindergarten teachers in Saudi Arabia practice educational values (religious, social, moral, national, and environmental) as outlined in the Early Learning Development Standards document. It also sought to examine differences in the degree of practicing these values based on educational qualifications (educational vs. non-educational) and years of teaching experience (5 years or less, 5–10 years, and more than 10 years). The study sample comprised 66 kindergarten teachers aged between 25 and 55 years, with a mean age of 36.15 years and a standard deviation of 6.606. A questionnaire developed by the researcher was employed to measure the practice of educational values, and the study adopted a descriptive-analytical approach. Results revealed that the overall practice of educational values was moderate. Among the values, moral values ranked highest with a high degree of practice (mean = 3.27), followed by religious values with a high degree of practice (mean = 3.08). National values were practiced to a moderate degree (mean = 2.95), followed by social values (mean = 2.80), while environmental values were practiced to a low degree (mean = 1.76). Statistical analysis showed significant differences in teachers' scores based on their educational qualifications, favoring those with educational qualifications at the 0.01 significance level. However, no statistically significant differences were found based on teaching experience. The study recommended the need to train and qualify kindergarten teachers on the Early Learning Development Standards document, emphasizing the development of the document and incorporating additional relevant educational values.