The Effect of the Self-Confrontation Technique on Developing Arabic Language Teachers' Performance in Handling Essay Questions and Its Impact on the Learning Outcomes of Third Intermediate Grade Students in Public Schools

Abstract

This study investigated the effect of the Self-Confrontation Technique on improving Arabic language teachers' performance in handling essay questions and its impact on the learning outcomes of Third Intermediate -grade students in public schools. A quasi-experimental pretest–posttest design was employed with an experimental group (n = 42) and a control group (n = 40), followed by a delayed posttest four weeks later. Two instruments were used: an observation checklist to assess teachers' performance and an essay-based achievement test to measure students' critical reading and functional writing skills. The findings revealed statistically significant differences (α = 0.05) in favor of the experimental group across all teaching performance dimensions. Students taught by the experimental group also achieved significantly higher scores on the achievement test (η² = 0.71), and the effect remained evident in the delayed posttest (η² = 0.64). The results demonstrate that the Self-Confrontation Technique is an effective professional development approach that enhances teachers' instructional practices and improves students' learning outcomes. The study recommends integrating this technique into in-service teacher professional development programs.