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The Relationship Between Teachers’ Personality and Teaching
Competency Among Arabic Language Teachers in Malaysia
Muhmammad Shukri Abdul Halim, Zarima Mohd Zakaria, Muhammad Faris Suhaimi
Sultan Idris Education University, Tanjong Malim, Perak, Malaysia
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0667
Received: 02 November 2025; Accepted: 08 November 2025; Published: 17 November 2025
ABSTRACT
This study sought to establish the correlation between the teacher personality and the teaching competence
amongst the Arabic language educators in the Malaysian schools. Quantitative method was taken wherein a
correlational survey design was applied on 125 Arabic language teachers. The collected data was in the form of
a structured questionnaire with two principal variables that included the personality of teachers of the Arabic
language and competence to teach. The descriptive analysis showed that the two variables were very high to
high. In the meantime, Pearson correlation analysis revealed that teacher personality and teaching competence
were related with moderate but a highly significant degree (r = 0.661, p < 0.001). These results establish the
confirmation that the personality of teachers has a major role in the contribution of the successfulness of the
Arabic language teaching. This research has implications to ensure that personnel development of personality
is incorporated as a section of the teaching career training under the global efforts to improve the quality of
teaching and learning of the Arabic language in schools in the country.
Keywords: Arabic language teachers, teacher personality, teaching competence, correlation, professional
development
INTRODUCTION
In today’s educational landscape, the quality of teachers serves as a key determinant of the effectiveness of the
teaching and learning process. The role of teachers is not limited to the delivery of knowledge but also
involves shaping students’ character through exemplary behavior and communication. In addition to fostering
physical, emotional, spiritual, and intellectual development among students, teachers also play an essential role
in nurturing commendable character and strengthening moral values to produce well-balanced and holistic
individuals. Possessing good moral character is vital in shaping one’s personality to interact and act
professionally in various situations (Mokhtar & Zulkifli, 2024). By instilling positive values aimed at
developing individuals who are balanced in both academics and morality, teachers indirectly contribute to
producing students with noble character (Abdullah et al., 2018).
In the context of Arabic language education, this role becomes even more significant because the language is
not merely a tool for communication but also a vast repository of Islamic heritage and a key to understanding
Islamic teachings. Therefore, Arabic language teachers must possess not only mastery of knowledge and
pedagogy but also a noble personality and exemplary character. A teacher with integrity and strong moral
character can profoundly influence the development of students’ values and identity. This aligns with the goals
of Islamic education, which emphasize a balance between knowledge and practice, as well as between
academic achievement and moral formation.
A teacher’s personality encompasses aspects of morality, discipline, and religiosity, which reflect the very
essence of Islamic teachings. In this regard, elements of interpersonal relationships such as compassion serve
as an important foundation for shaping students’ character. The attribute of compassion bestowed by Allah
SWT upon humankind is a divine gift that underpins character formation and the development of moral values
within an individual (Ismail & Mansor, 2021). Teachers with strong moral character can leave a lasting impact
on students’ hearts, create a positive learning environment, and instill good values within them. Apart from
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
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personality, a teacher’s ability is also assessed through their teaching competence, which complements
educational effectiveness. Teaching competence includes a teacher’s proficiency in planning, implementing,
and evaluating instruction effectively. It also involves mastery of subject content, the use of appropriate
teaching strategies, and the ability to manage communication in Arabic efficiently.
Therefore, this study was conducted to examine the relationship between teachers’ personality and teaching
competence among Arabic language teachers in schools. The focus of this study is based on the belief that a
teacher’s personality not only influences students’ moral and spiritual development but also affects how
effectively teachers carry out their professional responsibilities, particularly their teaching competence. A
deeper understanding of this relationship is expected to provide implications for teacher training, professional
development, and educational policy enhancement—especially in the context of Arabic language education in
Malaysia.
LITERATURE REVIEW
The role of teachers in the education system is not limited to the delivery of knowledge but also encompasses
the development of students’ character and holistic human potential. In the context of Arabic language teaching
in schools, teachers play a crucial role not only as language educators but also as role models of Islamic
morals, culture, and exemplary character. Therefore, a teacher’s personality, as well as their level of teaching
competence, are essential aspects that must be emphasized to ensure the effectiveness of the learning process.
A teacher’s personality is often associated with internal values that influence how teachers interact, make
decisions, and carry out their professional responsibilities. Values such as trustworthiness (amanah), sincerity
(ikhlas), patience (sabr), humility (tawadhu’), fairness (‘adl), and consistency (istiqamah) are among the core
traits emphasized in the concept of personality from the Islamic educational perspective. Personality is not
limited to personal morality but also includes etiquette in dressing, communication style, emotional
management, and relationships with students and the community. A study by Indana and Roifah (2021) found
that students tend to respect and follow teachers who display exemplary moral behavior rather than those who
are merely proficient in delivering content. Meanwhile, Hadziq et al. (2024) highlighted that teachers with
good character and conduct can influence students’ attitudes in instilling values such as empathy, honesty,
kindness, and discipline while creating a positive learning environment.
In the context of Arabic language teachers, personality plays an even greater role because they not only teach
the language but also act as ambassadors of the Islamic values embedded within it. rabic is the language of
divine revelation, the language of the Qur’an and Hadith, as well as the language of worship used in prayer and
supplication. Hence, students often assess the credibility and authenticity of Arabic language teachers based on
how they conduct themselves, speak, and align their teachings with their actions. Awad (2023) emphasized the
importance of possessing a noble and virtuous personality among Arabic teachers, which includes values such
as patience, kindness, and integrity. These qualities serve as a moral example for students while fostering a
positive educational environment inspired by the Prophet’s teachings. This indicates that the personality of
Arabic language teachers not only reflects personal values but also reinforces students’ understanding of Islam
through behavior and character consistent with the knowledge being imparted.
Apart from personality, teaching competence is another key factor that determines teacher effectiveness.
Teaching competence generally encompasses content knowledge and pedagogical skills. It also includes the
use of appropriate instructional strategies, proficiency in communicating in Arabic, and the ability to assess
student learning. Competent teachers can deliver lessons clearly, encourage active student participation, and
ensure that learning objectives are successfully achieved. A study by Alsubhi et al. (2023) asserted that high
levels of competence among Arabic language teachers play a significant role in determining students’
understanding and mastery of the language, especially when interactive and communicative teaching methods
are used.
Several other studies have also shown that teachers who adopt student-centered approaches, utilize modern
technology, and develop appropriate teaching aids can enhance students’ motivation to learn Arabic. In a study
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
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by Abdulhafid et al. (2024), it was found that students who participated in interactive learning activities such
as role playing in Arabic showed a marked improvement in their speaking proficiency. Furthermore, research
by Azhar et al. (2022) demonstrated that active classroom interaction in Arabic, supported by vocabulary
mastery and grammatical understanding, significantly contributed to students’ readiness to communicate in the
language. These findings indicate that teachers’ linguistic competence plays a direct role in shaping a learning
environment that fosters language acquisition.
Research has also revealed a strong connection between teachers’ personality and their level of competence.
Teachers with noble character often exhibit high professionalism, greater openness to self-improvement, and
stronger commitment to their duties. Çetin et al. (2020) stated that internal values such as honesty, patience,
and responsibility have a direct impact on teachers’ readiness to plan and implement lessons systematically and
effectively. Additionally, studies have shown that teachers who integrate Islamic value-based management
principles demonstrate better classroom management and can adapt their teaching approaches more effectively
(Rahman & Smith, 2024). This suggests that personality is not merely a complementary element but serves as
a foundation for building strong competence.
However, most existing studies have examined personality and teaching competence separately. Research that
directly explores the relationship between the level of teachers’ personality and their teaching competence
remains limited, particularly in the context of Arabic language teachers in schools. Moreover, past studies have
tended to focus more on teachers in religious schools or higher education institutions. Therefore, this study is
conducted to specifically investigate the relationship between personality and teaching competence among
Arabic language teachers in schools, with the hope of filling the existing research gap and providing practical
implications for teacher training and professional development in Arabic language education in Malaysia.
METHODOLOGY
This study employed a quantitative approach using a field survey design in the form of a correlational study.
The research involved several schools in Malaysia that offer Arabic language subjects under the Ministry of
Education Malaysia. This design was chosen to allow the researcher to obtain real data directly from actual
educational settings in the field. A total of 125 Arabic language teachers were selected as respondents using the
snowball sampling technique. This method was employed to enable identified respondents to recommend other
suitable colleagues to participate in the study. However, the findings of this study are exploratory in nature and
are not intended to be generalized to the entire population of Arabic language teachers, particularly those in
schools with more specific types or backgrounds. The research instrument consisted of a structured
questionnaire developed based on the identified constructs, namely teachers’ personality and teaching
competence. The questionnaire used a five-point Likert scale encompassing several dimensions for both
constructs. The collected data were analyzed using SPSS software version 27. Descriptive analysis was
conducted to determine the levels of teachers’ personality and teaching competence, while Pearson’s
correlation analysis was performed to identify the relationship between the two variables studied.
FINDINGS AND DISCUSSION
Arabic Language Teachers’ Personality
The level of personality among Arabic language teachers was measured based on the mean scores analyzed
using an interpretation scale specifically developed by the researcher. The scale outlines five measurement
levels ranging from Very Low to Very High, as shown in Table 1 below.
Table 1: Interpretation of Mean Scores
Mean Score Range
Interpretation
1.00 – 1.80
Very Low
1.80 – 2.60
Low
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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2.61 – 3.40
Moderate
3.41 – 4.20
High
4.21 – 5.00
Very High
Based on this scale, Table 2 presents the descriptive analysis of ten items related to the personality of Arabic
language teachers. Each item was evaluated based on mean scores and standard deviations, indicating the level
of consistency in responses among participants.
Table 2: Descriptive Analysis of Arabic Language Teachers’ Personality
Item
Mean (M)
Interpretation
1. I am patient when students take time to
understand the lesson content.
4.43
Very High
2. I do not easily give up when dealing
with weak students.
4.42
Very High
3. I always maintain proper manners and
language when interacting with
students.
4.36
Very High
4. I practice moral values in my daily
school life.
4.39
Very High
5. I strive to understand students’
problems from their point of view.
4.40
Very High
6. I show compassion toward all students.
4.39
Very High
7. I accept feedback and suggestions with
an open heart.
4.42
Very High
8. I always seek opportunities to improve
my personal competence.
4.50
Very High
9. I am confident in my abilities as an
Arabic language teacher.
4.35
Very High
10. I motivate and inspire students to stay
enthusiastic in learning.
4.46
Very High
4.41
0.535
Very High
The analysis shows that all items related to teachers’ personality recorded mean scores within the Very High
category, with an overall average of 4.41. This indicates that the Arabic language teachers in this study
demonstrated a strong and consistent level of personality, particularly in aspects such as patience, perseverance
in dealing with weak students, the practice of moral values, and continuous efforts toward self-improvement.
Furthermore, the relatively low to moderate standard deviation values (ranging from 0.53 to 0.71) suggest a
high degree of consensus among respondents. This means that the positive perception of teachers’ personality
is not an isolated opinion but a widely shared view among participating teachers. Such consistency enhances
the reliability of the findings and suggests that personality is a shared and consistently practiced value within
the context of Arabic language teaching.
The high mean scores reflect the characteristics of responsible and ethical teachers, which are crucial for
creating a conducive learning environment and supporting student success. Positive attitudes such as patience,
openness to feedback, and a commitment to continuous self-improvement not only enhance teaching quality
but also foster harmonious and respectful relationships between teachers and students.
Overall, the very high level of personality among Arabic language teachers provides a positive picture of their
role in strengthening the Arabic learning process. It also reinforces the effectiveness of teaching in educational
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institutions and underscores that the development of teachers’ personality should remain a key focus in efforts
to improve the quality of Arabic language education.
Teaching Competence of Arabic Language Teachers
The level of teaching competence among Arabic language teachers was assessed based on the mean scores
analyzed using the same interpretation scale as presented in Table 1. To illustrate the descriptive analysis of the
twelve items that measure the level of Arabic language teaching competence, Table 3 below presents the mean
scores, standard deviations, and corresponding interpretations for each item.
Table 3: Descriptive Analysis of Arabic Language Teaching Competence
Item
Mean (M)
Interpretation
1. I have a strong mastery of
Arabic language content.
4.03
High
2. I understand the underlying
structure of the Arabic language
topics I teach.
4.14
High
3. I plan lessons based on students’
levels of ability.
4.30
High
4. I use various methods to attract
students’ interest in learning
Arabic.
4.31
Very High
5. I reflect on the effectiveness of
my teaching after each session.
4.18
High
6. I modify my teaching based on
self-reflection and students’
feedback.
4.22
Very High
7. I use digital platforms or
interactive media in Arabic
language teaching.
3.97
High
8. I record my lessons to analyze
their effectiveness later.
3.82
High
9. I ensure that the classroom
environment is conducive to
Arabic learning.
4.25
Very High
10. I identify and address students’
learning needs effectively.
4.23
Very High
11. I regularly attend training or
courses related to Arabic
language teaching.
3.68
High
12. I constantly seek new reading
materials or sources to enhance
my knowledge.
4.22
Very High
4.11
0.578
High
The findings indicate that most aspects of teaching competence recorded mean scores within the High and
Very High ranges, with an overall average of 4.11. This suggests that the Arabic language teachers involved in
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this study demonstrated a strong level of mastery and capability across various teaching dimensions, including
content knowledge, effective lesson planning, and the use of diverse instructional strategies and teaching aids.
Items 4, 3, and 9, which emphasize the application of multiple teaching methods, the creation of a conducive
classroom environment, and lesson planning based on students’ abilities, recorded the highest mean scores of
4.31, 4.30, and 4.25 respectively. This shows that teachers not only focus on content delivery but also prioritize
effective instructional strategies and a supportive learning atmosphere that fosters students’ overall success.
The standard deviation values, ranging from 0.58 to 1.10, indicate a generally high level of agreement among
respondents. However, slight variations were observed in certain areas, particularly in Item 11, which
highlights participation in regular training programs. The higher standard deviation of 1.097 suggests
differences in the frequency and opportunities for professional development among teachers.
Overall, these findings reveal a high level of teaching competence among Arabic language teachers,
demonstrating their ability to deliver lessons effectively and adapt teaching strategies to students’ needs. Such
competence is essential for ensuring that the learning process remains smooth, engaging, and competitive in
addressing the challenges of contemporary education.
The Relationship between Arabic Language Teachers’ Personality and Their Teaching Competence
A Pearson correlation analysis was conducted to examine the relationship between Arabic language teachers’
personality and their teaching competence. In this analysis, the correlation coefficient (r) and the significance
value (p) play an important role in determining the strength and significance level of the relationship between
the two variables. The interpretation of the correlation coefficient was based on the guidelines by Yan Piaw
Chua (2012), while the interpretation of the significance value (p) referred to Padam Singh (2013). Tables 4
and 5 present the interpretation guidelines used to determine the strength and significance level of the
correlation results.
Table 4: Interpretation of Correlation Coefficient (r)
Correlation Coefficient (r)
Interpretation
0.00
No Correlation
0.01 – 0.30 or -0.01 – -0.30
Very Weak
0.31 – 0.50 or -0.31 – -0.50
Weak
0.51 – 0.70 or -0.51 – -0.70
Moderate
0.71 – 0.90 or -0.71 – -0.90
Strong
Table 5: Interpretation of Significance Value (p)
Significance Value (p)
Interpretation
p > 0.05
Not Significant
p ≤ 0.05
Significant
p ≤ 0.01
Highly Significant
p ≤ 0.001
Very Highly Significant
Based on the interpretation guidelines in Tables 4 and 5, the relationship between the two variables can be
identified in terms of strength and statistical significance. Accordingly, Table 6 presents the results of the
Pearson correlation analysis conducted to determine the relationship between Arabic language teachers’
personality and their teaching competence.
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Table 6: Correlation Analysis between Arabic Language Teachers’ Personality and Teaching Competence
Correlation Coefficient (r)
Significance Value (p)
Interpretation
0.661**
< 0.001
Moderate and Very Highly
Significant
Based on Table 6, the findings indicate a moderate and positive relationship between Arabic language teachers’
personality and their teaching competence, with a correlation coefficient (r) of 0.661. The significance value
obtained was less than 0.001 (p < 0.001), showing that the relationship is statistically very highly significant.
This implies that the higher the teacher’s level of personality, the higher their level of teaching competence.
This result clearly demonstrates that improvements in teachers’ personality aspects directly contribute to
enhanced teaching competence in Arabic. Teachers who possess commendable personal traits such as patience,
responsibility, honesty, and fairness tend to be more dedicated in planning, implementing, and evaluating their
lessons. Furthermore, teachers who are attentive to students’ needs and can adapt their teaching strategies
professionally according to classroom situations are more likely to deliver effective and meaningful
instruction.
This finding aligns with Carl Rogers’ Humanistic Theory, which emphasizes that effective teaching depends
not only on cognitive abilities but also on personal qualities such as empathy, honesty, and unconditional
acceptance of learners. According to this theory, a conducive learning environment is cultivated when teachers
display positive attitudes, actively listen to students, and appreciate them as unique individuals (Habsy et al.,
2023). In this context, teachers’ personality acts as a catalyst for positive teacher–student relationships, which
in turn supports effective teaching. The integration of strong moral and personal values indirectly fosters trust
among students, encouraging them to be more open, motivated, and confident in their learning process.
In conclusion, these findings underscore the importance of developing teachers’ personality as part of their
professional development, especially in the teaching of Arabic. The significant relationship between teachers’
personality and teaching competence highlights that efforts to enhance educational quality should not solely
focus on pedagogical training but must also include the cultivation of character and moral values within
educators themselves.
CONCLUSION
Overall, this study demonstrates that there is a significant relationship between teachers’ personality and the
level of teaching competence among secondary school Arabic language teachers. Teachers with commendable
personal qualities tend to exhibit higher levels of teaching professionalism, including efficiency in lesson
planning, implementation, and evaluation. These findings not only emphasize the importance of personal
values in Arabic language teaching but also strengthen the argument that the development of teachers’
personality should be given equal emphasis as pedagogical training in teacher education.
Therefore, stakeholders such as teacher education institutions and the Ministry of Education Malaysia are
encouraged to integrate personality development elements into teacher training modules and continuous
professional development programs for Arabic language teachers. This holistic approach is expected to
enhance the quality of Arabic language teaching and learning, ultimately nurturing a generation of students
who excel not only in language proficiency but also in moral and personal integrity.
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