Abstract

Arabic language education in Malaysia has been considered unsuccessful. Therefore, Arabic language teachers as the main factor behind the success of school education system need to be transformed via a preparation, construction and evaluation of teacher quality. Hanna and Gimbert (2011) proposed three major initiatives in teacher quality evaluation beginning with identifying the dimensions in teacher quality. Subsequently, this paper has set upon two objectives, namely (a) to study the dimensions of teacher quality among the scholars, and (b) to identify the best dimensions for quality measurement of Arabic language teachers. The two objectives were achieved through a descriptive qualitative research via literature review of the views and works of previous scholars. A thematic approach was employed in the filtering process and data analysis with the help of Altas.ti version 7.1 software. Results of the study found that a diversity of teacher quality dimensions had been used in most of previous researches namely, teacher qualification, teacher characteristics, and in-class practice teaching effectiveness. This study has also identified a framework proposal for quality measurement dimensions for Arabic language teachers. In addition, this working paper also suggests a further study to complete the dimension framework proposal together with several aspects which need to be emphasized.

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