LEVEL OF TRAINING NEEDS OF ARABIC LANGUAGE TEACHERS IN THE BASIC EDUCATION STAGE AT THE DIRECTORATE OF EDUCATION FOR AL-QWEISMEH DISTRICT FROM THEIR PERSPECTIVE

Abstract

Investigation into the training needs of Arabic language teachers (ALTs) in the basic education stage of the Al-Qweismeh District in Jordan was carried out for the purpose of informing targeted professional development strategies. A descriptive survey research design was adopted, and a 30-item instrument validated for training needs across six core areas was developed: instructional planning, assessment, listening, reading, writing, and conversation. A stratified random sample of 100 teachers was selected from a population of 472, and data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). Findings revealed that teachers perceived moderate-level training needs across all domains, with the highest needs in writing and conversation skills. Statistically significant differences emerged along gender lines, with male teachers indicating greater training needs than female teachers in five out of six domains. No significant differences were found along academic qualifications or teaching experience; hence the educators seem to be sharing common professional development priorities. Partial eta squared yields moderate to large effect sizes for differences along gender lines, which is educationally significant. The study calls for robust, data-driven professional development activities that squarely deal with licensing standards and essential Arabic language teaching competencies. It recommends gender-responsive and regionally adapted training policies, and emphasizes the importance of integrating these efforts within national education reform agendas. Future research should expand this analysis to other districts and explore qualitative dimensions of teacher development.