درجة ممارسة معلّمي اللغة العربيّة لمهارات التدريس الفعّال من وجهة نظر المشرفين والمديرين
This study aimed at identifying the degree to which Arabic language teachers practice effective teaching skills from the perspective of supervisors and principals in the schools of Hebron Governorate in Palestine. It also aimed at identifying the differences in the intermediate variables (gender, educational qualification, years of experience, nature of work, and directorate). The study sample was chosen by the random stratified method and consisted of (88) principals, and (27) supervisors of the Arabic language in the Directorates of Education in Hebron governorate. As for the methodology, the researcher used the descriptive analytical method. For the purpose of data collection, the researcher designed and developed the study tools, which consisted of (6) areas with (63) items. These areas were (planning for teaching includes (8) paragraphs, lesson implementation includes (15) paragraphs, education stabilization management includes (9) paragraphs, class management and its environment include (13) paragraphs, evaluation includes (7) paragraphs, and human relations includes (11) paragraph). The features of the psychometric study tool (validity and reliability) were confirmed by applying it to a survey sample of principals and supervisors. To confirm the results of the questionnaire, the researcher used standardized interviews. The results of the study showed that the degree of Arabic language teachers' practice of effective teaching skills from the perspective of principals and supervisors in Hebron Governorate was medium. The most important effective teaching skills of Arabic language teachers from the perspective of principals and supervisors in the Hebron governorate were the skill of planning for teaching, followed by the skill of human relations, then the skill of class management and its environment, followed by the skill of managing the installation of education, and then the skill of implementation. However, the least effective teaching skill for Arabic language teachers from the perspective of principals and supervisors in Hebron Governorate was the assessment skill. The most important planning skills for teaching are the teacher’s organization of the ideas that he will present to students with cognitive schemes, and the identification of the best methods needed to implement the lesson. Whereas the most important skills for implementing the lesson were the skill of presenting the study material in an interesting and smooth manner by linking the material to the students’ experiences. In the same context, the most important skills of managing education are that the teacher starts and leaves his class according to the specified time, in addition to the proper investment of the class. Meanwhile, the most important skills of classroom management and its environment are the teacher’s application of school regulations related to classroom management. Moreover, one of the most important evaluation skills is the skill of evaluating students in a comprehensive way (cognitive, performance and emotional) that reflects their reality in educational situations. Finally, the most important sub-skills of human relations for Arabic language teachers from the perspective of principals and supervisors in Hebron governorate were the motivation of students to raise their level, and then paying attention to their proposals for the lesson. On the other hand, there were no statistically significant differences at the significance level (α≤0.05) in the means of Arabic language teachers’ practice of effective teaching skills from the perspective of principals and supervisors in Hebron governorate that might be attributed to the variables of (gender, years of experience, nature of work). Whereas the results showed that there are statistically significant differences in the means of Arabic language teachers' practice of effective teaching skills that are attributed to the variables (educational qualification, and directorate). In light of the results of the study, the researcher made a set of recommendations, including: The necessity of providing teachers with training courses in the field of evaluation skill, employing those with high academic qualifications, the necessity of developing flexible evaluation models for teachers’ performance, and the necessity of providing teachers with bulletins and websites containing model lessons for effective teaching in order to inform the teacher of the nature of effective teaching. (Author’s abstract)