A Study of the Success Rate of Persian Language Teaching Instructors in Al Mahdi Schools in Lebanon: Lebanese Persian Learners’

The Persian language has long been of interest to Arabic-speaking countries such as Lebanon. Today, it is taught in many universities and schools in the country, including Al-Mahdi Schools. One of the key factors in achieving Persian language teaching goals is the instructors, who play a crucial role in developing learners’ linguistic skills and achieving optimal success. This quantitative and applied research aims to assess the success of Persian language instructors at Al-Mahdi Schools from the perspective of Lebanese learners, to enhance the status of Persian in Lebanon, improve teaching methods, and increasing learner satisfaction. For this purpose, a questionnaire on the characteristics of successful language instructors was completed by 258 Persian language learners at beginner and intermediate levels from two branches of Al-Mahdi Schools in Beirut: Shahid and Al-Hadath. To examine the significance of differences among the sub-constructs of teacher success in Persian language instruction, the data were analyzed using analysis of variance (ANOVA) and independent t-tests. The ANOVA results indicated significant differences among the sub-constructs of the questionnaire assessing the characteristics of successful instructors. Additionally, the independent t-test results revealed no significant difference in teacher success across different language proficiency levels. It is expected that Persian language instructors in Lebanon, by considering the findings of this study, will gain a better understanding of their strengths, weaknesses, and learners' expectations. This awareness will enable them to address shortcomings and improve their teaching methods more effectively.
Extended Abstract:
Introduction
 Persian has long been regarded as a language of empathy and international understanding, as well as the second most widely spoken language in the Islamic world. In Lebanon, Persian language instruction began at Saint Joseph University, where a chair for Persian language was established in 1952. Later, in 1956, Dr. Mohammad Mohammadi Malayeri was sent by the University of Tehran to introduce Persian as an elective language at the Lebanese University. Today, Persian is taught in various Lebanese universities and schools, including Al-Mahdi Schools, where it was experimentally introduced in 2008. Since then, its popularity has grown significantly, with over 7,000 students currently learning Persian across 17 branches of these schools.
The primary objectives of Persian language instruction in Al-Mahdi Schools include strengthening students' religious and national identity, training specialists in the study of Persian Islamic heritage, and preparing students for higher education in Iran. Given these goals, Persian language teachers play a crucial role in ensuring effective learning through dynamic and modern teaching methods. However, many Persian learners in Lebanon report dissatisfaction with current instructional approaches. Some teachers, despite being proficient in Persian, lack expertise in second-language teaching methodologies.
This study aims to evaluate the success of Persian language teachers at Al-Mahdi Schools from the perspective of Lebanese learners. The research seeks to investigate whether there are significant differences in teacher success across various teaching subconstructs and proficiency levels, ultimately providing insights to enhance Persian language instruction in Lebanon.
Metodology
This study employs a quantitative, applied research design focusing on students of Al-Mahdi schools in Lebanon during the 2023–2024 academic year. A targeted sample of 258 students (127 girls and 131 boys), aged 12–17, was selected from two branches in Beirut: Shahid and Hadath. Persian language instruction in these schools is divided into beginner and intermediate levels across different grades, with no Persian courses offered in grade 12. Of the participants, 125 students (45.48%) were at the beginner level, and 133 students (55.51%) were at the intermediate level.
The primary research tool was a questionnaire on the characteristics of successful language teachers, developed and validated by Mafian and Pishghadam (2010). The 47-item questionnaire, based on a 5-point Likert scale, assessed 12 factors, including teaching ability, social relations, student engagement, assessment fairness, commitment, facilitation strategies, empowerment, classroom management, empathy, presence, and teaching dynamism. The Cronbach’s alpha reliability for the questionnaire was 0.94, confirming strong internal consistency.
For data collection, the researchers first obtained official approval from school administrators. The questionnaire was distributed in person to students in four beginner classes (two for boys and two for girls) and four intermediate classes (two for boys and two for girls), under the supervision of teachers and researchers.
The collected data were analyzed using ANOVA and t-tests to examine statistical differences across groups. The methodology ensures a systematic and reliable evaluation of teacher effectiveness in Persian language instruction within Lebanese schools.
Results
A repeated measures ANOVA was used to analyze the data, and the results revealed significant differences across all 12 factors (F(11, 2827) = 13.16, p < 0.001, ηp² = 0.05). Although the effect size is small, the power of the test suggests a sufficient sample size, resulting in reliable results. The analysis highlights that the "exam" factor plays the least role in determining teachers' success. In contrast, "physical and emotional acceptance" had a more substantial influence on teachers' success than other factors such as teaching ability, social relationships, and class dynamics. On the other hand, the role of "teaching facilitators" was less significant than "class dynamics." This suggests that factors related to teacher-student relationships and classroom environment have a more pronounced impact on teachers' success compared to technical aspects, such as the use of teaching aids or assessments.
Further statistical testing using a repeated measures ANOVA confirms these findings, showing significant differences between the various factors assessed in the questionnaire. However, the effect size remains small, with a partial eta squared value of 0.05 indicating a modest but consistent influence of these factors on teacher success.
Additionally, the independent samples t-test was used to examine the success levels of teachers across different language proficiency levels. The results (t(256) = -0.77, p = 0.44) indicate no significant difference in success rates between teachers at intermediate and beginner levels of language proficiency. This suggests that the level of language proficiency does not significantly impact the teachers' success in these schools.
In conclusion, the findings underscore the significance of teacher-student relationships and classroom dynamics in influencing the success of Persian language teachers. Factors such as testing, empowerment, and teaching facilitators are of lesser importance. The uniformity in teacher success across different proficiency levels can likely be attributed to consistent teaching methods and the typical backgrounds of the teachers, suggesting that further teacher training could enhance the overall effectiveness of language instruction.
This finding suggests that a teacher's ability to connect with students on an emotional level and foster a supportive classroom environment may be more influential than their teaching ability or other professional skills. Additionally, the lack of significant differences in success across proficiency levels suggests that the institution has standardized its teaching methods, which may explain the consistent performance of teachers across different language proficiency levels. The importance of teacher training, particularly in fostering motivation and engagement in language learners, is evident from the findings. Teachers should focus on improving their communication and classroom management skills to enhance their overall effectiveness.
Conclusion
The Persian language, a rich and esteemed language globally, is taught as a second language in many countries, including Lebanon. However, compared to Western languages, European languages, or even Arabic, Persian has not yet reached its rightful international position. One of the key goals of Iran’s science and technology system is to elevate the Persian language among global languages, and achieving this goal largely depends on the efforts of language instructors.
Teachers play a crucial role in education, influencing whether educational goals are achieved or not. Understanding the characteristics of successful teachers is essential for enhancing the quality of teaching. The identification of these traits can be conducted by various stakeholders, including managers, colleagues, and students. However, those directly involved in the educational setting, who have a comprehensive understanding of teachers' behavioral and academic aspects, are best equipped to evaluate these characteristics.
This study suggests that if the general conduct and professional actions of Persian language teachers are assessed from the perspective of language learners, the results can serve as a valuable tool for improving teaching quality and increasing student satisfaction. By gaining insights into their strengths and weaknesses, teachers can refine their teaching methods, resulting in improved learner satisfaction and success.
The study focused on the success of Persian language teachers at the Al-Mahdi Schools in Lebanon, as perceived by the learners. Future research could compare the views of elite and regular learners at these schools regarding the successful characteristics of teachers. Researchers in other countries can also study the success of Persian language teaching in their institutions. Additionally, comparing the success of Persian language instructors across different countries could provide valuable insights. Future studies may involve perspectives from managers, colleagues, and learners at various proficiency levels.
Acknowledgment
The authors express their sincere gratitude to the management of Al-Mahdi Schools in Beirut, the Persian language instructors at these schools, and their students of the Persian language.
Conflict of Interest
The authors declare no conflicts of interest.