Factors that Influence Evaluation Skills of Arabic Language Teachers in Saudi Arabia: A Regression Analysis Study

Abstract

Evaluation of learning is a process used to maintain and improve the quality of education at all grade levels. Evaluation in any subject is becoming of increasing interest to the educational professionals. Best practice for classroom teachers for all school subjects includes active and continuous involvement in the evaluation process. In Saudi Arabia, teachers of Arabic language faced numerous obstacles, which are mostly attributed to the teachers' lack of alignment of planning, implementation, and evaluation of learning outcomes. The purpose of this study was to investigate factors that influence the evaluation skills of Arabic language teachers at all public and private schools in the Majmaah School District, Saudi Arabia. Using descriptive statistics and multiple regression, three research questions were answered. From the estimated population of 250-280 Arabic teachers, 158 individuals responded to a survey (response rate = 56.4% to 63.2%). Results indicated that all elements in the Evaluation Needs Scale were ranked between less needed and most needed (mean range = 2.61 to 2.44). Analysis revealed planning and implementation needs as predictors explained 47.10% of the variance (unique and shared) in evaluation needs, F (2, 157) = 70.80, p = .00. Of these two predictors, planning needs made the larger unique contribution. Implications for the professional development of Arabic teachers are discussed.