THE EXTENT TO WHICH ARABIC TEACHERS PRACTICE DIFFERENTIATED INSTRUCTION SKILLS IN THE SECOND CYCLE OF BASIC EDUCATION IN THE SULTANATE OF OMAN
This study aimed to know the extent to which Arabic language teachers practice differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman, and to reveal whether there are statistically significant differences at the significance level (ɑ≤0.05) due to the variables of the human gender and the educational governorates in the extent of practicing Differentiated teaching skills. The study adopted the descriptive approach, and its community consisted of all the first teachers and the first teachers of the Arabic language in the General Directorates of Education in the governorates: North and South Al-Batinah, Muscat, Al-Dakhiliyah and Dhofar, which numbered 175 teachers first and a first teacher, while the study sample was chosen by a simple random method at a rate of 75% It has reached 132 first and first female teachers, and to achieve the aims of the study, a differentiated education skills questionnaire was designed and applied, consisting of three axes: the planning axis for differentiated education, the implementation axis for differentiated education, and the evaluation axis for differentiated education. Among the findings of the study: The extent to which Arabic language teachers practiced differentiated teaching skills in the second cycle of basic education in the Sultanate of Oman was of a medium degree, with an arithmetic mean of 3.16, while the study revealed statistically significant differences attributed to the gender variable in favor of the female teachers. The extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman in the axis of implementation of differentiated education, and in contrast there were no statistically significant differences attributed to the educational governorate variable in the extent of application of differentiated education skills in the second cycle of basic education in the Sultanate of Oman. Among the most prominent recommendations that came out of the study: Promoting Arabic language teachers in the second cycle of basic education who practice differentiated education. To increase the demand for it in teaching practices to high levels. And increasing interest in training programs for Arabic language teachers in the second cycle of basic education to raise the scope of differentiated education practice to high levels
Keywords: Differentiated Education, Cycle Two, Sultanate of Oman