The Reality of Teaching Performance of Arabic Language Female Teachers at the Secondary Grade in light of the Standards and Professional Paths of Teachers in the Kingdom of Saudi Arabia

The current study aimed to identify the reality of the teaching performance of Arabic language female teachers in the secondary stage in Al-Jouf region in light of the professional standards and paths of teachers in the Kingdom of Saudi Arabia, and to reveal the statistical significance differnces in the level of teaching performance of female teachers in the standards of the field of professional knowledge that may be attributed to the two variables (years of experience, number Training courses obtained). The descriptive method was used, and the study sample consisted of (106) teachers, and a questionnaire was prepared consisting of (32) items distributed in four dimensions. The results showed that the mean of the standard of familiarity with linguistic, quantitative and digital skills reached (3.50) with a high degree of availability, and that the mean of the standard for knowledge of the student and how to learn was (3.37) with a moderate degree of availability, and that the mean of the standard of knowledge of the content of the specialization and its teaching methods reached (3.25) with a moderate degree of availability, and the mean of the standard for knowledge of the curriculum and general teaching methods reached (3.28), with a moderate degree of availability. The results also showed that there are statistically significant differences in the reality of teaching performance in light of the standards of the professional knowledge field as a whole and its sub-dimensions for Arabic language female teachers at the secondary stage in the Al-Jouf region due to the variables of years of experience (in favor of female teachers with higher experience), and the number of training courses obtained (in favor of Teachers who have attended more training courses).