Causes of Teachers' Poor Performance in Teaching Composition Writing to Students in the First Cycle of Basic Education from Teachers' Viewpoints

Abstract

The aim of this research is to demonstrate teachers' points of view of in the first cycle of basic education about the causes of their weak performance in teaching composition writing. The research problem poses questions related to the teachers' poor teaching performance and the impact of poor teaching performance, poor educational qualification of teachers, and poor cooperation between administrative staff and teachers on teaching composition writing.

The research uses the descriptive analytical approach. The instrument implemented is a questionnaire of two parts: the first part is for the participants' personal data including specialization (scientific or literary), degree, and years of experience, whereas the second part is divided into four sections. The participants in the research are (113) teachers:

24 holding a university degree, 29 holding a degree from Teacher Training Institute, and 60 commissioned teachers holding a secondary school degree. To confirm the validity of the questionnaire, it was shown to 6 referees from teachers of Arabic teaching methodology and first-level supervisors of Arabic Language teaching in the Ministry of Education in Syria. Reliability of the instrument was confirmed by conducting a pilot study on 20 teachers. Cronbach's alpha coefficient was

calculated and it was 87.73. The findings revealed weakness in the performance of teachers of composition writing in the first cycle of basic education according to the viewpoints of the participants of the

research. No statistically significant differences were found in the performance of teachers according to the variables of specialization, degree, or years of experience.