Abstract
The study aimed to identify the range teachers of Arabic have regarding twenty-first century skills (personal and technical) from the perspective of school principals at Amman first directorate of education. Sample of the study comprised (80) principles. The researcher designed a questionnaire of two fields on the above-mentioned skills. Each of these fields include four sub-skills with eight indicators for each of them. Findings of the study unveiled that, with regard to the first filed (personal skills), Arabic language teachers got a very high level of leadership skill, but results of other skills rated high with various arithmetic means sequentially arranged as follows: critical thinking, distinction, and change.In the second field (technical skills), the findings revealed that teachers of Arabic possess various levels of skill in the following order: first came learning via technology, with a high level, while skills of research, computer and electronic learning were with medium levels.
Highlights
Teacher’s positive personality is usually contemplated over by his students
In the second field, the findings revealed that teachers of Arabic possess various levels of skill in the following order: first came learning via technology, with a high level, while skills of research, computer and electronic learning were with medium levels
Two questions representing indicators of major skills in the questionnaire were addressed to two principals. Those were: what are the personal skills needed for teacher of Arabic in 21st C.? what are the technical skills needed for 21st C. teacher of Arabic? Answers for the two questions helped in drafting items of the questionnaire
Summary
Teacher’s positive personality is usually contemplated over by his students. It plays a role in the attitude the student bears toward him. The teacher of Arabic needs to possess a group of education efficacies to perform his duties properly; among which is mastering the following skills: language and education, class planning, use of teaching aids, and personal-related skills (Al-Rababeh, 2016). Khalil (2014: 6) identifies 21st C. skills to be “the direct outcome of partnership between educators, economic sector, and policy decision makers for designing a mental framework for national teaching in order to build an education system for students from kindergarten to the final secondary stage. Such a system is applied in USA, Canada, and England. The study attempts to encourage decision makers to adopt 21st C. skills in the process of qualifying and training teachers so as to practice the teaching process successfully in compliance with modern education
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