Teachers' Attitudes towards Using Classical Arabic in Teaching in the Sultanate of Oman

Abstract

This study aims at revealing teachers’ attitudes in the Sultanate of Oman toward using classical Arabic language in teaching, according to three variables: gender (male and female), grade (the second level of primary education, post-primary education), specialty (Islamic Education, Social Studies, science, math, and other). To achieve the aim of the study; an attitudes scale has been prepared to measure teachers' attitudes towards the use of classical Arabic in teaching. After measuring its validity and reliability, the scale was applied to a sample of 312 male and female teachers. The results showed that the teachers' attitudes towards using classical Arabic in teaching was generally positive, particularly when it is related to the significant role of classical Arabic in promoting identity and pertinence values among students. Additionally, the teachers' attitudes were positive to the role of classical Arabic in developing their personal skills over the time, and in solving students' writing problems. The results also indicated that there were statistically significant differences in some of the attitudes, according to the three used variables. Based on the study results; the researcher presented some recommendations and suggestions related to implying skills for using classical Arabic in teaching among teacher preparation programs and adopting such aspects as one way of assessing teacher performance in a classroom. In addition to the need to conduct another study concerned with observing teacher practices in a classroom to reveal the reality of those practices in using classical Arabic in teaching.