تأثير واقع تدريب معلمي اللغة العربية في كفاياتهم التدريسية في جزر القمر

This study aimed to analyze the level of training Arabic language teachers at primary schools of Comoros Islands in order to identify problems of training Arabic language teachers at elementary levels, as well as identifying elementary Arabic teachers' competencies deemed necessary in the primary schools of Comoros. This study also aimed at identifying ways of enhancing Arabic language teachers' training as well as revealing the extent to which the phenomenon of Arabic language teachers* training is related with their teaching qualities in the Arab schools. The study also analyzes the extent to which the phenomenon of Arabic language teachers' training is relatad with ways of enhancing Arabic language teachers' training. The study also analyzes the extent to which the phenomenon of Arabic language teachers' training is related with their teaching qualities through training problems. The study used a descriptive analytical method where the population size was (N=100) teachers. The researcher selected a simple random sample sized ( n=80) teachers based on Krtjcie & Morgan 1970 standards. A questionnaire was prepared, which included four axes (the level of teacher training, problems of teacher training, teaching competencies and teacher training mechanisms). The questionnaire was applied after ensuring its validity and stability. The statistical procedures used for the descriptive analyses included arithmetic sums, means, and standard deviation. Yet the statistical procedures used to measure the hypothetical relationships were based on (Structural Model). The major result showed that: the level of the training of Arabic language teachers at the primary level was low, with the arithmetic mean of (1.64) and a standard deviation of (0.58); The overall rate of teacher training problems was high with the arithmetic mean of (4.28) and a standard deviation (0.70). The teachers' competency levels were analyzed based on Five selected competencies: (cognitive, planning, implementation, classroom control, and evaluation). Whereby, the results of the cognitive competencies of Arabic language teachers at the primary level were high as the arithmetic mean was (3.78). The planning efficiencies averaged (3.62) with a standard deviation of (1.22). While the
implementation efficiency yielded the arithmetic mean of (3.78) with a standard deviation of 1.59; The classroom control efficiencies averaged (3.35) with a standard
deviation of ( 1.16), and the results of the evaluation competencies yielded the arithmetic mean of (3.83) with a standard deviation (1.12. Finally, the results on strategies of enhancing teacher training yielded a mean of (3.82) with a standard deviation of (1.08). The study rejected all the null hypotheses of zero relationships and confirmed that: There is a positive relationship between training levels of Arabic language teacher and their perceived teaching competencies (T-Statistics 0.008); there is a positive relationship been the means of developing Arabic language teachers training in the primary stage and their teaching competencies, (T-Statistics 0.000); There is a positive relationship between training levels of Arabic language teachers and their teaching efficiency in school through training problems, (T-Statistics 0.000); Finally , there is a negative relationship between the reality of training Arabic teachers and their teaching competencies through training problem as an intermediary variable. ( T-Statistics 0.000).