ممارسات معلمي اللغة العربية ومعلماتها في تنمية القيم الاجتماعية والمهارات الحياتية لدى طلبة مدارس التعليم المسرع

Abstract

This study aimed to identify the teaching practices employed by Arabic language teachers in developing social values and life skills among students in Accelerated Learning Schools in Karbala Governorate, and to investigate whether there were statistically significant differences in students’ responses according to gender. The study adopted the descriptive-analytical approach. A random sample of 100 male and female students was selected from Accelerated Learning Schools. To achieve the study objectives, a questionnaire consisting of 15 items based on a five-point Likert scale was developed. The validity and reliability of the instrument were verified, with a reliability coefficient of 0.80.

The findings indicated that Arabic language teachers’ teaching practices contributed significantly to the development of students’ social values and life skills, particularly respect, cooperation, responsibility, dialogue, critical thinking, problem-solving, and decision-making skills. The results also revealed no statistically significant differences in students’ responses attributable to gender. The study recommends enhancing teachers’ professional development programs and adopting more interactive teaching practices to further promote social values and life skills among students in Accelerated Learning Schools.