The Degree to which Science Teachers in the Sultanate of Oman Practice Social -Emotional Learning Skills in the Classroom Situation from the Students’ Point of View.

The study aimed to reveal the degree to which science teachers in the Sultanate of Oman practice social-emotional learning skills in the classroom from the students’ point of views. The study adopted the descriptive analytical approach to achieve its aims based on a questionnaire which consisted of comprising (27) statements distributed over five main domins (enhancing self-awareness, self-management, social awareness, social relations, and responsible decision-making). The reliability coefficient reached of the questionnaire is (0.939). The study was adminstered to a sample of (1470) male and female students from the ninth and tenth grades in the six Omani governorates. The results of the study revealed that science teachers' practice of social-emotional learning skills in the Sultanate of Oman was moderate from the students’ point of view. The results of the study also revealed a statistically significant difference in six domains. In addition, thre is a signifcatint diffrernce due to sex in favor of female students in enhancing self-awareness and erasing social awareness and in the class grade level variable in favor of the ninth-grade students in all domains. The study recommended the necessity of implementing training workshops for science teachers on social-emotional learning skills in the classroom setting. Keywords: practices, teachers, social-emotional learning, students, skills.