The primary alternative during the COVID-19 pandemic phase is online teaching and learning (PdPr). Due to this surprise, Arabic teachers now need to be proficient in technology and have high levels of self-efficacy to manage PdPr. The objective of this study is to determine the level of technological knowledge among Arabic language teachers in primary schools with reference to PdPr implementation. This study used a quantitative approach with a cross-sectional survey design. The complete study sample was determined using stratified random sampling. Out of 152 teachers who work in schools in the northern region of the state of Johor, 111 Arabic teachers made up the sample. This survey research used a survey as a research instrument and has been distributed through Google Form. The mean value, standard deviation, and Pearson's correlation test data were analysed using descriptive and inferential analysis. Analysis of the study findings shows that the level of technology knowledge of Arabic language teachers towards PdPr is at a moderate level (mean = 3.62, sd = 0.48). The self-efficacy of teachers implementing PdPr is also at a high level (mean = 3.90, sd = 0.156). While the relationship between the two variables shows that there is a significant relationship (r = 0.33, p 0.05), Thus, in line with the education needs of the 21st century (PAK21), technological knowledge in the application of PdPr can have an impact on the self-efficacy of Arabic teachers.
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