Attitudes of Arabic language Teachers towards the Use of Self-Assessment at Intermediate Schools in Jeddah | ||||
| Humanities and Social Sciences Journal of Abstracts | ||||
| Volume 2, Issue 1, September 2025, Page 1-1 PDF (381.76 K) | ||||
| Document Type: Articles Abstracts | ||||
| DOI: 10.21608/hssja.2025.435777 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Adel Alkahtani 
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| Arabic Language Curricula and Teaching Methods, School of Education, Jeddah University. | ||||
| Abstract | ||||
| The current study investigated Arabic language teachers' perspectives on self-evaluation in Jeddah's intermediate schools. The findings revealed a predominantly favorable disposition among these educators toward the integration of self-assessment practices. Notably, the study revealed no statistically significant difference in attitudes based on gender, with both male and female teachers demonstrating similar inclinations towards self-assessment. Similarly, educational qualifications (Bachelor's, Diploma, Master's) did not appear to influence teachers' views on self-assessment. This suggests that academic background might not be a primary factor in shaping their opinions on this practice. However, the research did identify some notable distinctions. Teachers with fewer years of experience showed a more favorable attitude towards self-assessment. This could imply that newer educators are more open to incorporating self-assessment into their teaching methodologies. Furthermore, receiving training in self-assessment significantly impacted teachers' attitudes, leading to a more positive disposition towards its use. This highlights the crucial role of professional development in promoting the adoption of self-assessment practices among educators | ||||
| Keywords | ||||
| Self-assessment; Attitudes; Arabic language; Intermediate school | ||||
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