Abstract
This paper discusses the empowerment of teaching Arabic Language in National Schools of Malaysia. It focuses on 3 elements in a teacher of Arabic Language Model, namely, i) knowledge, ii) personality and iii) motivation. In Malaysia, not all teachers of the Arabic Language Model are given specialized training to teach it. Thus, it is important to identify or determine the teacher’s readiness or preparedness in teaching the language. This paper only reports results of quantitative research which involves distribution of questionnaires to teachers of the Arabic Language Model. Data are analyzed by using descriptive statistical method and displayed as frequency, percentage, mean and deviation. Research is conducted on 344 teachers aged between 25 — 45 years and with teaching experience of between 1-12 years. Each question has a 5-point Likert scale, namely, “strongly agree (SA)", “agree (A)", “slightly disagree (SDA)", “disagree (DA)" and “strongly disagree (STDA)". There are 8 questions on the elements of knowledge and personality, and 5 questions on motivation. Research finds that: i) teachers’ knowledge is at a good level with mean average of 4.00, ii) personality is also good at mean average of 4.15, and iii) motivation is also good with an overall mean of 4.12. Overall, research finds that teachers’ readiness, in terms of the elements in teaching Arabic Language, is good except for some matters which need improvement by the administration, and the need for specialized training to teach Arabic Language in order to empower and produce trained teachers in this field.
| Original language | English |
|---|---|
| Pages (from-to) | 357-362 |
| Number of pages | 6 |
| Journal | Turkish Online Journal of Educational Technology |
| Volume | 2017 |
| Issue number | December Special Issue INTE |
| Publication status | Published - 1 Dec 2017 |
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Keywords
- Language learning
- Motivation
- Personality
ASJC Scopus subject areas
- Education
Cite this
The elements of knowledge, personality and motivation among teachers of Arabic language model in national schools of Malaysia. / Dakir, Jawiah; Othman, Mohd. Yusof; Stapa, Zakaria; Tamuri, Ab Halim; Jalil, Muhammad Hilmi; Yahya, Shamsul Azhar; Ismail Ibrahim, Siti Maheran; Abu Bakar, Mujahid.
In: Turkish Online Journal of Educational Technology, Vol. 2017, No. December Special Issue INTE, 01.12.2017, p. 357-362.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The elements of knowledge, personality and motivation among teachers of Arabic language model in national schools of Malaysia
AU - Dakir, Jawiah
AU - Othman, Mohd. Yusof
AU - Stapa, Zakaria
AU - Tamuri, Ab Halim
AU - Jalil, Muhammad Hilmi
AU - Yahya, Shamsul Azhar
AU - Ismail Ibrahim, Siti Maheran
AU - Abu Bakar, Mujahid
PY - 2017/12/1
Y1 - 2017/12/1
N2 - This paper discusses the empowerment of teaching Arabic Language in National Schools of Malaysia. It focuses on 3 elements in a teacher of Arabic Language Model, namely, i) knowledge, ii) personality and iii) motivation. In Malaysia, not all teachers of the Arabic Language Model are given specialized training to teach it. Thus, it is important to identify or determine the teacher’s readiness or preparedness in teaching the language. This paper only reports results of quantitative research which involves distribution of questionnaires to teachers of the Arabic Language Model. Data are analyzed by using descriptive statistical method and displayed as frequency, percentage, mean and deviation. Research is conducted on 344 teachers aged between 25 — 45 years and with teaching experience of between 1-12 years. Each question has a 5-point Likert scale, namely, “strongly agree (SA)", “agree (A)", “slightly disagree (SDA)", “disagree (DA)" and “strongly disagree (STDA)". There are 8 questions on the elements of knowledge and personality, and 5 questions on motivation. Research finds that: i) teachers’ knowledge is at a good level with mean average of 4.00, ii) personality is also good at mean average of 4.15, and iii) motivation is also good with an overall mean of 4.12. Overall, research finds that teachers’ readiness, in terms of the elements in teaching Arabic Language, is good except for some matters which need improvement by the administration, and the need for specialized training to teach Arabic Language in order to empower and produce trained teachers in this field.
AB - This paper discusses the empowerment of teaching Arabic Language in National Schools of Malaysia. It focuses on 3 elements in a teacher of Arabic Language Model, namely, i) knowledge, ii) personality and iii) motivation. In Malaysia, not all teachers of the Arabic Language Model are given specialized training to teach it. Thus, it is important to identify or determine the teacher’s readiness or preparedness in teaching the language. This paper only reports results of quantitative research which involves distribution of questionnaires to teachers of the Arabic Language Model. Data are analyzed by using descriptive statistical method and displayed as frequency, percentage, mean and deviation. Research is conducted on 344 teachers aged between 25 — 45 years and with teaching experience of between 1-12 years. Each question has a 5-point Likert scale, namely, “strongly agree (SA)", “agree (A)", “slightly disagree (SDA)", “disagree (DA)" and “strongly disagree (STDA)". There are 8 questions on the elements of knowledge and personality, and 5 questions on motivation. Research finds that: i) teachers’ knowledge is at a good level with mean average of 4.00, ii) personality is also good at mean average of 4.15, and iii) motivation is also good with an overall mean of 4.12. Overall, research finds that teachers’ readiness, in terms of the elements in teaching Arabic Language, is good except for some matters which need improvement by the administration, and the need for specialized training to teach Arabic Language in order to empower and produce trained teachers in this field.
KW - Language learning
KW - Motivation
KW - Personality
UR - http://www.scopus.com/inward/record.url?scp=85057640957&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85057640957&partnerID=8YFLogxK
M3 - Article
VL - 2017
SP - 357
EP - 362
JO - Turkish Online Journal of Educational Technology
JF - Turkish Online Journal of Educational Technology
SN - 1303-6521
IS - December Special Issue INTE
ER -