Competence of Professional Language Teachers in Providing Educational Services to Improve Students’ Retention Ability

  • Abdalla Madyen Sirte University, Libya
  • Mansour Ellafi Sirte University, Libya
  • Mohammed Elhouni Sabratha University, Libya
Keywords: competence, professional language teacher, students’ retention ability


The current research investigates how professional language teachers’ educational services improve the retention ability for high school students. The population in this study are 635 students of Al Manara School, located at city of Sirte, with 65 students as the sample taken with proportional random sampling technique, and involved two language teachers from the same school, an English teacher and an Arabic teacher. To collect research data, researchers used questionnaire and interview. The data was analyzed using a simple regression formula. The data with a simple regression model with a significance level of the regression was matched with the significance test rules. The result of data analysis indicates that the competence of professional language teachers in educating has a significant effect on increasing students’ memory toward lessons.  In addition, the researchers found that there are three pillars of educational services applied by language teachers in educating students. Therefore, it can be concluded that if the professional language teacher education services in educating are improved, there will be an increase in students’ retention ability toward lesson materials.


Download data is not yet available.


Arifin, S., Setyosari, P., Sa’dijah, C., & Kuswandi, D. (2020). The effect of problem-based learning by cognitive style on critical thinking skills and students' retention. JOTSE: Journal of Technology and Science Education, 10(2), 271-281.

Arisandi, A., & Vanissa, R. (2020). Motivational Factors to Become EFL Teachers. JELITA, 1(2), 1-11.

Aziz, H., & Abdolghader, F. (2018). Investigation of international students quality on educational services. Journal of Humanities Insights, 2(2), 118-123.

Baharun, H., & Ummah, R. (2018). Strengthening Students' Character in" Akhlaq" Subject through Problem Based Learning Model. Online Submission, 3(1), 21-30.

Bakar, R. (2018). The influence of professional teachers on Padang vocational school students' achievement. Kasetsart Journal of Social Sciences, 39(1), 67-72.

Baron, C., Sklarwitz, S., & Coddington, N. (2021). Hidden in plain sight: museum educators’ role in teacher professional development. Teacher Development, 25(5), 567-584.

Bilaver, L. A., & Havlicek, J. (2019). Racial and ethnic disparities in autism-related health and educational services. Journal of Developmental & Behavioral Pediatrics, 40(7), 501-510.

Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating teacher educators: International perspectives. The New Educator, 16(1), 5-24.

Davis, B., Sumara, D., & Luce-Kapler, R. (2008). Engaging minds: changing teaching in complex times (2nd ed.). New York: Routledge.

Donaldson, G. (2011). Teaching Scotland’s future: report of a review of teacher education in Scotland. Scotland: Scottish Government.

Earley, P. (2010). Continuing professional development of teachers. In E. Baker, B. McGaw & P. Peterson (Eds.), International encyclopedia of education (3rd ed., pp. 207–213). Oxford, England: Elsevier.

Gondwe, F. (2021). Technology professional development for teacher educators: A literature review and proposal for further research. SN Social Sciences, 1(8), 1-35.

Grimmett, H., Forgasz, R., Williams, J., & White, S. (2018). Reimagining the role of mentor teachers in professional experience: Moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 46(4), 340-353.

Hadar, L. L., & Brody, D. L. (2021). Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities. Professional development in education, 47(4), 599-612.

Hematinezahd, M., Shabani, S., & Faraji, R. (2019). Investigating educational services quality in faculties of sport sciences via quality function deployment (QFD) (Case study of faculty of sport sciences at university of Guilan). Research on Educational Sport, 7(16), 257-284.

Hubbard, J. (2019). K-6 pre-service teachers’ emerging professional identities as social studies educators. The Journal of Social Studies Research, 43(3), 269-283.

Keay, J. K., Carse, N., & Jess, M. (2019). Understanding teachers as complex professional learners. Professional development in education, 45(1), 125-137.

Kelman, H. (2018). Language As Aid And Barrier To Involvement In The National System. In J. Fishman (Ed.), Selected Studies and Applications (pp. 185-212). Berlin, Boston: De Gruyter Mouton.

Lee, H. S., Mojica, G. F., & Lovett, J. N. (2020). Examining How Online Professional Development Impacts Teachers' Beliefs about Teaching Statistics. Online Learning, 24(1), 5-27.

Malm, B. (2020). On the complexities of educating student teachers: Teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching, 46(3).

Mogashoa, T. (2018). A critical review of the kind of training or professional development typically offered to the teachers. In W. Mahlangu (Ed.), Reimagining new approaches in teacher professional development. London: IntechOpen.

Muhayat, I. (2019). Development of Teacher Position in Islamic Education Institutions: Teachers as Professional Educators. Istawa: Jurnal Pendidikan Islam, 4(1), 1-14.

Nesje, K., Brandmo, C., & Berger, J.-L. (2018). Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale. Scandinavian Journal of Educational Research, 62(6), 813-831. doi: doi: 10.1080/00313831.2017.1306804

Pant, N., & Srivastava, S. K. (2019). The impact of spiritual intelligence, gender and educational background on mental health among college students. Journal of religion and health, 58(1), 87-108.

Ros-Morente, A., Mora, C. A., Nadal, C. T., Belled, A. B., & Berenguer, N. J. (2018). An examination of the relationship between emotional intelligence, positive affect and character strengths and virtues. Anales de Psicología/Annals of Psychology, 34(1), 63-67.

Shaw, J. T. (2020). Urban music educators’ perceived professional growth in a context-specific professional development program. Journal of Research in Music Education, 67(4), 440-464.

Sherpa, K. (2018). Importance of professional ethics for teachers. International Education and Research Journal, 4(3), 16-18.

Wang, B. (2021). Effect of post-encoding emotion on long-term memory: Modulation of emotion category and memory strength. The Journal of General Psychology, 148(2), 192-218.

Wyss, C., Rosenberger, K., & Bührer, W. (2021). Student teachers’ and teacher educators’ professional vision: Findings from an eye tracking study. Educational Psychology Review, 33(1), 91-107.

Yan, L., Zhang, Y., Yang, L., & Ning, H. (2008). The Internet of things: from RFID to the next-generation pervasive networked systems. New York: Crc Press.

Yousefi, M., Jahantab, Z., & Khadem-Rezaiyan, M. (2021). Quality of Educational Services in a Type One Medical Sciences University Based on Servqual Model from the Perspective of Faculty Members. Development Strategies in Medical Education, 8(3), 1-10.

Zhezhnych, P., & Shilinh, A. (2018). Linguistic approaches to the planning of educational services in higher education institution. Econtechmod: scientific journal, 7(4), 13-20.

Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8(2), 471-495.

Zulaiha, D., Lian, B., & Mulyadi, M. (2020). The effect of principal’s competence and community participation on the quality of educational services. Journal of Social Work and Science Education, 1(1), 45-57.

How to Cite
Madyen, A., Ellafi, M., & Elhouni, M. (2022). Competence of Professional Language Teachers in Providing Educational Services to Improve Students’ Retention Ability. JELITA, 3(1), 22-33.