DOI: 10.16986/hunefd.1748341 ISSN: 2536-4758

Attitudes and Perceptions of Arabic Teachers Regarding Arabic Language Instruction: A Mixed Methods Approach

Kamil Arif Kırkıç, Gizem Düzgün
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Positive attitudes affect teachers' job happiness, self-improvement and performance. This study explored Türkiye's primary, middle and higher school Arabic language instructors' teaching views from this premise. This study examined the factors that influence teachers' positive attitudes toward teaching Arabic and the indicators of positive attitudes. The study used the Attitude Scale Towards Teaching Arabic Language to examine 148 Türkiye Arabic instructors' attitudes using an explanatory sequential mixed methods methodology. Semi-structured interviews were conducted to explore the reasons behind five teachers’ positive attitudes toward teaching Arabic, allowing for in-depth insights into their experiences and perspectives. Quantitative studies show that Arabic teachers, regardless of gender or school level, value Arabic instruction. The “Strengthening to Develop Arabic Teaching Skills (SDALTS)” sub-dimension and overall scale favored graduate-degree teachers. Theology-degreed teachers exhibited significantly higher SDALTS sub-dimension attitudes. Age and tenure did not affect teaching attitudes. Qualitative analysis found three themes, six categories and thirteen codes. These included (1) Arabic teaching's religious and social significance, (2) positive and negative elements impacting attitudes toward it and (3) value-based and action-oriented markers of favorable attitudes. This study illuminates the many interconnections that form Arabic instructors' occupational orientations. The findings contribute to teacher motivation and language education discussions and provide solutions to improve the professional opinions of Arabic language educators.

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