Tafila Islamic Education Teacher's Use of Language Skills

Abstract

The study aimed at investigating the extent to which Islamic
Education teachers in Tafila Province use language skills in the light
of some related variables. An instrument was developed including (68)
items in four domains. The sample consisted of (77) male and female
teachers chosen randomly from those who taught in Tafila schools for
the academic year 2010-2011. The results indicated that the teachers
of Islamic education have high estimation regarding special
competencies in the Arabic language, and they also have positive
views towards linguistic use particularly in teaching and in school
and social life in general. The average importance was between (high
and average). The teachers believe that the weakness of the student in
Arabic is considered as the biggest obstacle for using it. There are no
statistically significant differences at the level of (α ≤ 0.05) between
the means of the teachers of Islamic education views of owing
competencies relating to Arabic or practicing it or the obstacles
facing its use attributed to the variables of gender, experience,
scientific qualification and understanding Arabic. The study
recommends that the linguistic competencies included in this study
should be added to teachers training programs through workshops
and micro-teaching. Those items should also be included in the form
of class visits and in teacher's books. It also recommends that a study
should be conducted of measuring various dimensions for linguistic,
and literary knowledge of teachers in different subjects in different
areas.