The Extent to Which of curricula of Islamic Education in Post-Secondary Sycle in the Sultanate of Oman Address Intellectual Security from the Perspective of Teachers

Abstract

The research aims to explore the extent to which the curriculum of Islamic Education in Oman incorporates intellectual security. The sample consisted of 113 male and female teachers from post-basic education schools who teach Islamic Education in the 11th and 12th grades. They were randomly selected from four educational governorates. The researchers developed a questionnaire of 32 items. The reliability coefficient of the instrument was 0.96. The instrument included three dimensions: Islamic doctrinal affiliation, cultural affiliation, and national-social affiliation. The results revealed that the perspective of Islamic education teachers on the inclusion of intellectual security in the post-basic education curriculum was good, with a mean score of 4.1 and a standard deviation of 0.589. The results also showed that out of three dimensions, the Islamic doctrinal affiliation ranked first, with a mean score of 4.4159 and a standard deviation of 0.52055, followed by national-social affiliation (mean = 4.0933, SD = 0.68424) and cultural affiliation (mean = 4.0657, SD = 0.62745). Furthermore, the research found there are no statistically significant differences at the significance level of (α = 0.05) between the mean scores of the research sample concerning the extent to which the Islamic Education curriculum in post-basic education incorporates intellectual security based on gender, educational qualification, and experience. The significance levels were 0.526, 0.537, and 0.414, respectively, all of which are higher than the significance level (α = 0.05).