Abstract

Objectives: This study aimed to investigate the level of technological competencies among social studies teachers in South Al Batinah Governorate schools in the Sultanate of Oman and to identify whether there were statistically significant differences in the level of knowledge and performance technological competencies with regard to gender, specialization, and years of experience. Methods: The study used the descriptive approach by applying a questionnaire, which included two domains: knowledge and performance. The tool consisted of (40) items divided into (20) items for each domain. The validity of the questionnaire was confirmed by a panel of specialists and the reliability was calculated using Cronbach's alpha coefficient, which was (0.97). The study was applied to a sample of (208) male and female social studies teachers, who were chosen by a stratified random method from history and geography majors in basic education schools of the second cycle and post-basic education schools in the Governorate of South Al Batinah. Results: The study also found that there were no statistically significant differences (alpha less than or equal 0.05) in the level of knowledge domain due to gender, specialization, and years of experience. In addition, there were no statistically significant differences (alpha less than or equal 0.05) in the level of performance domain due to gender and specialization while there were statistically significant differences in the level of performance due to years of experience favoring (1-10 years). Conclusions: The study recommended the need to raise the level of technological knowledge among social studies teachers and increase training courses and workshops to enhance their performance.