الملخص الإنجليزي
The present study aimed to measure the effectiveness of a training program to science teachers based on personality type theory in developing teacher - student relationship and motivation to learn science of grades (5-12) students at the basic education at South Batinah Governorate in the Sultanate of Oman. The current study adopted A quasi-experimental approach, where the study sample was divided into an experimental group (24 teachers, 1092 students) and a control group (23 teachers, and 1168 students). The study passed through several phases, including pretest, the applying of the training program, and the posttest. Moreover, the study applied a number of tools, including MBTI form M, Teacher student relationship scale as perceived by the teacher and the student, motivation to learn science scale, and the training program. Also, it used a number of statistical techniques including Independent-sample t test, One-way ANOVA, and Hierarchical Linear Models. The results showed a statistically significant differences in the teacher-student relationship as perceived by the teacher and the student, motivation to learn science for the experimental group in the posttest. Also, it showed that teacher student relationship as perceived by the teacher and group type had a statistically significant effect in the teacher-student relationship as perceived by the student in the posttest. Moreover, the results indicated high presence rates of extrovert, sensing, thinking and judging personality types among science teachers. Also, it showed a statistically significant development in the teacher-student's
relationship among intuitive and feeling teachers. In conclusion, the study recommends to apply the training program for all teachers and to design a teaching course about personality type at the school for education college students. Also, it suggests further studies to measure the impact of the training program in other variables associated with teachers such as emotional intelligence and teaching effectiveness.
