The Extent of First-Grade Elementary School Teachers' Possession of Skills for Using the Alphabetic Method in Teaching Reading

Abstract

The present study aimed to identify the level of first-grade primary school teachers’ possession of skills related to employing the phonetic (alphabetic) method in reading instruction, as well as to examine statistically significant differences according to the variable of years of service.The researcher adopted the descriptive approach due to its suitability for the nature and objectives of the study. The study population consisted of first-grade primary school teachers in government primary schools affiliated with the Directorate of Education of Al-Shatrah District during the 2025–2026 academic year, totaling 312 male and female teachers. The main sample comprised 80 teachers, while the pilot sample consisted of 30 teachers.To achieve the study objectives, a scale was developed to measure teachers’ skills in employing the phonetic (alphabetic) method in reading instruction. The scale consisted of 20 items based on a five-point Likert scale. Its validity and reliability were verified, and the reliability coefficient reached 0.84 using Cronbach’s Alpha. The results indicated that first-grade primary school teachers possess a high level of skills in employing the phonetic (alphabetic) method in reading instruction. The findings also revealed statistically significant differences according to years of service, in favor of teachers with longer teaching experience.In light of these findings, the researcher recommended organizing training courses for first-grade teachers, providing modern educational resources that support reading instruction, and conducting further studies in the field of reading-teaching methods .