التنظيم الذاتي عند مدرسي اللغة العربية و مدرساتها في المرحلة الإعدادية

Abstract EN

The research extract aims to know (self-regulation of Arabic language teachers and their middle school teachers)) and to achieve the goal of research the researcher relied on the descriptive curriculum as a method to study it and the research community included Arabic language teachers and teachers in middle and secondary schools and those studying the preparatory level (453 A teacher and a school in Karbala province for the academic year (2020-2021) while the research sample reached (245) teachers and schools, but the research tool was represented by the resolution, which included four dimensions of self-organization (setting and setting goals).

Self-monitoring and observation, evaluation and self-government, self-response), prepared by the researcher after referring to studies and sources related to the subject of research and confirmed the sincerity of the tool (resolution) by presenting it to a number of experts and specialists in the field of teaching methods of Arabic language, measurement and evaluation, the questionnaire (40) included a standard, and after statistically analyzing the results using (the following test of two independent samples, Pearson coefficient, the following test of one sample) and in light of the results reached the researcher concluded : 1- Arabic teachers are highly self-organized and this confirms that people can regulate their behaviour to a large extent by visualizing the results.

2.

The level of self-organization of Arabic teachers is equal to that of Arabic teachers.