An inquiry into the alignment between the theoretical assumptions of self-determination theory and the cultural assumptions of Saudi Arabian educators

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rawiya Alansari (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Stephanie Kurtts

Abstract: The purpose of this study is to explore the extent to which there is an alignment between the theoretical assumptions of self-determination theory and the cultural practices and beliefs of preservice special education teachers in Saudi Arabia. The cultural practices and beliefs of twenty-six Saudi preservice special education teachers compared with national, university, and local school documents to further assess their alignment, allowing the researcher to triangulate data across data sources (Lincoln & Guba, 1985). A sequential exploratory case investigation was used to interpret and understand preservice teachers’ perceptions of their nation’s culture, their relationship to educational practices, and alignment with stated national policies from the Minister of Education (Ward et al., 2018). By analyzing the participants' interviews and archival data, findings revealed Saudi preservice special education teachers preferred collectivism orientation over individualism; consequently, the adoption of self-determination theory by Saudi Arabia would require modifications relative to the cultural collectivist orientation.

Additional Information

Publication
Dissertation
Language: English
Date: 2021
Keywords
Saudi Arabia, Self-determination, Culture, Qualitative research
Subjects
Special education teachers $z Saudi Arabia
Special education $v Cross-cultural studies
Autonomy (Psychology)

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