Abstract:
This study aims at examining the perceptions of Arabic language teachers
about writing as well as the teachers’ perceptions of their educational
performance. The study also explores the relationship, if any, between the
teachers’ writing perceptions and their personal understanding of efficacy. To
achieve the study’s objectives, the study utilizes the Writing Beliefs Inventory
of White & Bruning )2005(, which consists of 19 sections that are divided
into two types: transmission and transactional perspectives. Moreover, the
Teachers’ Sense of Efficacy Scale (TSES), developed by Tschannen-Moran
and Hoy )2001(, is employed, and this scale includes 24 sections equally
divided to cover three fields (i.e. 8 sections per field): efficacy of student
engagement, efficacy of instructional strategies, and efficacy of classroom
management. The study sample consists of 81 randomly selected male and
female Arabic language teachers from Bani Obeid Education Directorate.
According to the statistical analyses of the research, the Arabic language
teachers’ writing perspectives are low in terms of the overall scale as well
as the transactional perspectives. In contrast, the transmission perspectives
are found to be moderate. The results also indicate that the Arabic language
teachers are below the average in terms of their overall performance efficacy
in the three fields (i.e. student engagement, instructional strategies, and
classroom management) with none exceeding the ‘good’ level of efficacy.
Furthermore, the study shows a statistically-significant positive correlation
between the Arabic language teachers’ writing perceptions and the teachers’
personal sense of self-efficacy. Based on these findings, the study concludes
with a set of recommendations.