Teachers’ Perspectives on Social Values and Their Influence on Sustainable Development in Ajloun Governorate
Mohammad Abu Melhim, Mahmoud Ali Rababah, Yasser Ahmed Rabab’a, Fatima Abdelhadi Zainelabdin, Issam Al Dalaeen, Nasser A. Abu Zaytoon, Hamzeh A. A. Alqiam, Lubna Ibrahim Al-khatib
Abstract
This study examines the level of social values among teachers and its correlation with their understanding of sustainable development requirements. The study’s sample consisted of 220 teachers randomly selected from Ajloun schools. The study's findings indicate that social values are highly regarded across various domains, except for work values, which received an average ranking. Moreover, the results reveal a statistically significant gender-based difference in the level of social values (α = 0.05), favoring females, as well as variations based on experience, favoring the “9 years or more” category. Furthermore, the study highlights a strong awareness of the interconnected requirements for sustainable development, particularly in social, environmental, and economic dimensions. The findings also demonstrate a statistically significant positive correlation (α = 0.01) between participants’ overall evaluation of social values and their comprehensive assessment of sustainable development principles. The study proposes the integration of societal ideals and sustainable development criteria into student curricula and teacher training programs. This integration aims to enhance the understanding and application of sustainable development concepts among teachers.