Educational Competencies of Arabic Language Teachers for Non-Native Speakers in Secondary Schools from their point of view

Abstract

The aim of the current research is to identify the educational competencies of Arabic language teachers for non-native speakers in secondary schools from their point of view. To achieve the research objectives, the researchers relied on the descriptive approach because it is appropriate for the current research, as the research sample consisted of (40) male and female teachers of Arabic for non-native speakers who were intentionally selected in preparatory schools in the Semel district affiliated to the Duhok Governorate Education Directorate from those who recorded high efficiency in teaching in terms of experience and information for the academic year (2023-2024) the first course, and to achieve the research objective requires a specific scale, so the researchers adopted the (Ismail, 2016) scale for educational competencies, which is a questionnaire consisting of three basic areas, which are the field of (planning, implementation, evaluation), and each of the three areas includes a number of sub-paragraphs. The researchers verified the validity and reliability of the tool after distributing it to a group of arbitrators who have extensive experience in this field after taking their comments on the scale paragraphs. After that, the researchers distributed the questionnaire to the sample members. After collecting the data and analyzing it statistically using the SPSS program for statistical means, the researchers reached a set of conclusions, including that the educational competencies required by teachers in middle schools are generally good. The researchers also recommended a number of recommendations, the most important of which is developing the teaching competencies required for Arabic language teachers in middle schools, especially new teachers, and conducting future studies and research.