The Level of Arabic Language Teachers' Competence in E-Teaching Skills in Schools for Gifted Students

Abstract

The present study sought to examine the extent to which Arabic language teachers in schools for gifted boys and girls possess the competencies required for effective e-teaching. To accomplish this objective, the researcher employed a descriptive-analytical research design. The study sample comprised 76 Arabic language teachers working in schools for gifted students located in the city center of Al-Kut, Wasit Governorate, Iraq. Data were collected using a researcher-developed questionnaire designed to assess e-teaching competencies. In its final version, the instrument included 31 items organized into four major dimensions: e-planning, e-lesson implementation, e-classroom management, and e-assessment. The content validity of the questionnaire was established through evaluation by a panel of specialists, while its reliability was confirmed using both the test–retest procedure (r = 0.83) and Cronbach’s alpha coefficient (α = 0.71), indicating acceptable measurement consistency. Statistical analysis, based on the arithmetic mean and the hypothetical mean, was conducted to evaluate participants’ levels of e-teaching competencies and to identify the areas requiring further improvement. Based on the findings, the study presented a set of recommendations and practical proposals aimed at strengthening Arabic language teachers’ e-teaching competencies and supporting their professional development.