The Impact of Teacher Rotation on Grammar Proficiency in Preparatory Year Students at King Saud bin Abdulaziz University for Health Sciences

This study explores how teacher rotation influences students' grammar skills, understanding, motivation, and classroom engagement during the preparatory year at King Saud bin Abdulaziz University for Health Sciences.Through surveys, the research reveals that rotating teachers tends to have a negative effect on grammar learning.The findings back three key points: (1) Teacher rotation harms students' grammar proficiency, with average scores dropping from 3.05 to 2.48.(2) Students who have the same teacher for both terms perform better academically in grammar, and 75% of students feel that having a consistent teacher boosts their skills.(3) Teacher rotation also undermines students' confidence, motivation, and participation, with many students reporting that it makes learning grammar more challenging.Overall, the study suggests that keeping the same teacher can lead to better outcomes for students.The study highlights the importance of keeping the same teachers to ensure strong academic performance and effective grammar learning.It suggests that consistency in teaching staff plays a key role in helping students succeed.For future research, the study recommends several directions: carrying out long-term studies to observe effects over time, exploring strategies to help students adapt, testing flexible teaching approaches, gathering more in-depth feedback from students, and comparing different scenarios to understand what helps students adapt and thrive despite changes.These steps could provide deeper insights into how to support students in maintaining their learning momentum, even when faced with challenges like teacher rotation.