Language Teachers' Efficiency: the role of first language, gender, education level, and years of experience in Arabic teachers

Mehdi Zamani, kioumars razavipour


Arabic language teaching constitutes a good portion of language education in Iran. Yet, little is known about the actual dynamics of Arabic language teaching in the country. This study is an attempt to assess Arabic teachers' efficiency and the way this is moderated by factors such as first language, gender, education level, and years of experience. To this end, data was collected from a sample of Arabic teachers and subjected to statistical analyses.  Findings indicate that except for the gender variable, the other three factors do moderate teacher efficiency in a positive direction. More specifically, it was revealed that Arabic teachers who are native speakers of Arabic are more efficient than their non-native counterparts.  Moreover, there was a positive direct correlation between teachers' years of experience and their efficiency; more experienced teachers proved more efficient. Finally, results of ANOVA showed that teachers with different levels of experience attained significantly different scores on the efficiency scale, meaning that the higher the level of education, the more efficient teachers become.



Language teaching, teacher efficiency, Arabic, ELT

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