The reality of the problems of teaching Arabic calligraphy at the primary stage from the point of view of teachers of the Arabic language

Abstract

The research aims to identify the reality of the problems of teaching Arabic calligraphy at the primary stage from the point of view of Arabic language teachers and teachers. The researcher followed the descriptive approach (questionnaire) to identify the problems of teaching Arabic calligraphy at the primary stage from the point of view of Arabic language teachers and teachers. The questionnaire consists of (78) items distributed over (6) domains revolving around a group of problems, namely: Problems related to the teacher (16) items. Problems related to the student (13) paragraphs. Problems related to the curricula (11) paragraphs. Problems related to teaching methods (14) paragraphs. Problems related to the school environment (13) paragraphs. Problems related to the calendar (11) paragraphs. The researcher relied on the triple scale to answer the paragraphs of the questionnaire, which are (a major problem, a secondary problem, that does not constitute a problem). The research sample consists of (44) male and female teachers, with (22) male and (22) female teachers, and the sample was chosen intentionally, which are primary schools. In the district of Muqdadiya (the center), the questionnaire was distributed to teachers of the Arabic language in the second semester of the academic year (2019).