Volume 8, Issue 1 (3-2025)
Iranian Journal of Educational Sociology 2025, 8(1): 53-59 |
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Hassoon Alhchaimi S K, Tavangar Marvasti Z, Gatfan Shon Al-Abdullah H, Saeidian Khorasgani N. (2025). Identifying the Professional Competencies of Arabic Language Teachers in Al-Muthanna. Iranian Journal of Educational Sociology. 8(1), 53-59. doi:10.61838/kman.ijes.8.1.6
URL: http://iase-idje.ir/article-1-1499-en.html
URL: http://iase-idje.ir/article-1-1499-en.html
Sadeq Khudhair Hassoon Alhchaimi1 
, Zahra Tavangar Marvasti2 , Hadi Gatfan Shon Al-Abdullah3 , Narges Saeidian Khorasgani4
, Zahra Tavangar Marvasti2 , Hadi Gatfan Shon Al-Abdullah3 , Narges Saeidian Khorasgani4
1- PhD Student, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Assistant Professor, Department of Psychology and Educational Sciences, Fasa Branch, Islamic Azad University, Fasa, Iran (Corresponding author).
3- Associate Professor, Department of Educational Sciences, Specialization in Physics, Faculty of Educational Sciences, Qadisia University, Iraq.
4- Assistant Professor, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Assistant Professor, Department of Psychology and Educational Sciences, Fasa Branch, Islamic Azad University, Fasa, Iran (Corresponding author).
3- Associate Professor, Department of Educational Sciences, Specialization in Physics, Faculty of Educational Sciences, Qadisia University, Iraq.
4- Assistant Professor, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract: (279 Views)
Purpose: This study aims to identify and categorize the professional competencies required for Arabic language teachers to enhance teaching effectiveness and student outcomes in Al-Muthanna.
Methods and Materials: This qualitative study employed thematic analysis based on Attride-Stirling's (2001) framework. Data were collected through semi-structured interviews with 25 participants, including university educators and experts in educational sciences. Participants were selected via purposive sampling based on their expertise in teacher competencies. The data were analyzed to extract basic, organizing, and global themes, focusing on professional, aesthetic, democratic, and identity-building competencies.
Findings: The study identified key competencies categorized into four dimensions: (1) Professional Competencies: encompassing individual differentiation, effective communication, information literacy, and facilitative teaching; (2) Aesthetic Competencies: incorporating creative teaching styles, engaging tone, and artistic skills; (3) Democratic Competencies: emphasizing student monitoring, inclusive communication, and classroom management; and (4) Identity-Building Competencies: fostering enthusiasm for the Arabic language and its cultural significance. Additionally, general competencies (ethical and personal), educational competencies (content, pedagogical, and technological knowledge), and leadership competencies (self-leadership and leadership of others) were highlighted as essential.
Conclusion: Enhancing Arabic language teachers' competencies requires strategic planning, teacher development programs, and recognition of exemplary educators. Implementing a comprehensive competency framework can improve educational quality and position Al-Muthanna's educational system to compete on regional and international levels.
Methods and Materials: This qualitative study employed thematic analysis based on Attride-Stirling's (2001) framework. Data were collected through semi-structured interviews with 25 participants, including university educators and experts in educational sciences. Participants were selected via purposive sampling based on their expertise in teacher competencies. The data were analyzed to extract basic, organizing, and global themes, focusing on professional, aesthetic, democratic, and identity-building competencies.
Findings: The study identified key competencies categorized into four dimensions: (1) Professional Competencies: encompassing individual differentiation, effective communication, information literacy, and facilitative teaching; (2) Aesthetic Competencies: incorporating creative teaching styles, engaging tone, and artistic skills; (3) Democratic Competencies: emphasizing student monitoring, inclusive communication, and classroom management; and (4) Identity-Building Competencies: fostering enthusiasm for the Arabic language and its cultural significance. Additionally, general competencies (ethical and personal), educational competencies (content, pedagogical, and technological knowledge), and leadership competencies (self-leadership and leadership of others) were highlighted as essential.
Conclusion: Enhancing Arabic language teachers' competencies requires strategic planning, teacher development programs, and recognition of exemplary educators. Implementing a comprehensive competency framework can improve educational quality and position Al-Muthanna's educational system to compete on regional and international levels.
Type of Study: Research Article |
Subject:
Special
Received: 2024/09/22 | Accepted: 2024/11/6 | Published: 2025/01/3
Received: 2024/09/22 | Accepted: 2024/11/6 | Published: 2025/01/3
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