Level of self-regulation in education among Arabic language teachers in secondary schools from the perspective of educational supervisors

Abstract

This research aims to identify the level of self-regulation in education among male and female Arabic language teachers in secondary schools from the perspective of educational supervisors, as well as to determine the significance of differences in self-regulation according to the gender variable (male-female).

To achieve the research objectives:

• The researchers adopted the descriptive-analytical approach, as it was the most suitable for the requirements and nature of the study.

• The current research sample consisted of (100) educational supervisors from secondary schools in Mosul, selected using simple random sampling from the research population of (216) educational supervisors.

• The researchers developed a scale (instrument) consisting of (40) items, using a five-point Likert scale (agrees very much, agrees much, agrees moderately, agrees little, does not agree). The maximum score for the test was (200) and the minimum score was (40). After confirming its psychometric properties, the scale (instrument) was administered to the sample. • The following statistical methods were used: (arithmetic means and standard deviations, t-test for one sample and two independent samples, and Cronbach's alpha coefficient).

• The results, from the perspective of educational supervisors, showed that Arabic language teachers possess a good degree of self-regulation, and there were no differences in self-regulation based on gender.

• Based on the above results, the researchers recommend the following:

1) Training teachers in teaching strategies that promote self-regulation, through workshops or educational guides that focus on self-directed learning.

2) Integrating self-regulation skills into classroom and extracurricular activities, and employing them in all subjects, not just Arabic language.

3) Providing a supportive school environment that enables teachers to practice self-regulation, by reducing administrative burdens and encouraging individual initiatives.

• The researchers suggested conducting a comparative study between public and private schools in Mosul to examine the impact of school type on self-regulation skills.