Educational Supervision and the Development of Arabic Language Teachers’ Skills: Evidence from Ajloun, Jordan

Abstract

This study examines the role of educational supervisors in developing the teaching skills of Arabic language teachers in public schools in Ajloun Governorate, Jordan, from the teachers’ perspectives. A descriptive survey design was employed. The researcher developed a 33-item questionnaire across four domains: lesson planning (9 items), effective classroom management (10 items), teaching strategies (7 items), and assessment/evaluation (7 items). Content validity and reliability were established using standard statistical procedures. A comprehensive, randomly drawn sample of 340 teachers (97% of the population) participated. Findings indicate that the perceived overall role of educational supervisors is high. Specifically, perceived impact on planning, classroom management, and use of teaching strategies was high, while impact on assessment/evaluation was moderate. Significant differences (α = 0.05) emerged by gender and years of service, with no differences by academic qualification. Implications for practice include prioritizing targeted professional development for supervisors in contemporary assessment and measurement, differentiated supervisory support based on teacher experience and gender-sensitive needs, and system-level policies that strengthen supervisory capacity to improve assessment literacy. The study contributes to educational studies and language teacher development in an Arabic-medium context, offering evidence to inform supervision practices and teacher professional learning in similar settings.