The Level of Linguistic Richness among Arabic Language Teachers in Secondary Schools and its Relationship to Professional Competence In Hajjah Governorate

Abstract

 This study aimed to determine the level of linguistic richness among Arabic language teachers and its relationship with professional competence in Hajjah Governorate. To achieve the study objectives, the researcher developed a linguistic richness skills checklist for secondary school Arabic language teachers. Based on this checklist, an achievement test was constructed and administered after establishing its validity and reliability. The test was applied to a study sample of 244 male and female teachers. In addition, a professional competence scale was developed to assess the instructional performance of secondary school Arabic language teachers during Arabic language teaching. The study resulted in several key findings, the null hypothesis which posited no statistically significant relationship between linguistic richness and professional competence was rejected. The alternative hypothesis was accepted, confirming a positive statistically significant relationship between linguistic richness and professional competence among secondary school Arabic language teachers in Hajjah Governorate. Furthermore, statistically, significant differences were found in the mean scores for linguistic richness and the overall score in favor of female teachers. Similarly, statistically significant differences were identified in the mean scores for professional competence levels and the overall score, also in favor of female teachers.