Published
2020-03-10
Issue
Section
Articles
How to Cite
What are the Features of Quality for Arabic Teachers Agreed by Students and Teachers?
M. Al-Muslim
Arabic Language Program, Faculty of Islamic Studies, The National University of Malaysia, Malaysia.
https://orcid.org/0000-0003-3272-5500
Mohd Fadzli Ismail
Arabic Language Program, Faculty of Islamic Studies, The National University of Malaysia, Malaysia.
https://orcid.org/0000-0002-1525-6709
Salamiah Ab. Ghani
Arabic Language Program, Faculty of Islamic Studies, The National University of Malaysia, Malaysia.
https://orcid.org/0000-0001-9318-5961
Zulkifli Nawawi
Arabic Language Program, Faculty of Islamic Studies, The National University of Malaysia, Malaysia.
https://orcid.org/0000-0001-9363-7331
Maryam Abdul Rahman
Arabic Language Program, Faculty of Islamic Studies, The National University of Malaysia, Malaysia.
https://orcid.org/0000-0003-3192-8787
Muhammad Nazri Rostam
Arabic Language Program, Faculty of Islamic Studies, The National University of Malaysia, Malaysia.
https://orcid.org/0000-0001-7217-0461
DOI: https://doi.org/10.20448/journal.509.2020.71.56.63
Keywords: Teacher quality, Quality characteristics, Arabic education, Comprehensive assessment, Teaching and learning, Arabic teachers.
Abstract
Teacher is an important factor swaying students’ achievement. The success of an educational entity reflects the quality of the teachers engaged. Teacher factor is identified as one of the main obstacles to the Arabic education. Assessment process of the teachers’ quality would help those concerned identify the weakness before preventive and remedial actions being taken. This study intends to identify the features of quality for Arabic teachers agreed by students and teachers as the first step in a continuous assessment of the teachers’ quality. The respondents of the qualitative approach are 9 excellent Arabic teachers and 90 students from SMKA throughout Malaysia. The qualitative data are analyzed through descriptive and comparative methods using the Atlas.ti. installer. The finding of this study regarding the experiences of excellent Arabic teachers shows that there are 17 GBA quality characteristics that are seen in 4 categories, i.e. 1) Personality, 2) Assessment and Feedback, 3) Class and Student Management, and 4) Teaching and Learning (T&L). The outcome also uncovers types of similarity and difference in determining the teachers’ quality based on teacher and student perspective. The teachers are found as leaning to more comprehensive assessment compared to the students who prioritize the quality of a good teacher-student relationship.