Competencies in Physical Education Teaching: An Investigation of Teachers' Perceptions in the Southern Governorates of Jordan

Abstract

The purpose of this study was twofold: (1) to investigate physical education teachers’ perceptions of their teaching competencies (2) to examine potential differences in physical education teachers’ perceptions of their teaching competencies based on their gender and academic qualification. Descriptive approach was selected to guide the study. The study consisted of 127 physical education teachers from schools in four Governorates at the Southern of Jordan: Tafila, Maan, Aqaba, and Karak. A questionnaire instrument was used to collect data from the participants. The questionnaire instrument consisted of four scales: planning competencies, implementation competencies, personal and social competencies, and motivational competencies. The results showed that the participants’ perceptions of the levels of their educational competencies varied between low and high. The participants believed that the level of their planning competencies was low. While they believed that the level of their implementation competencies was high. The participants believed that the level of their personal/social and motivational competencies was moderate. The findings showed that there were significant differences in the physical education teachers’ perceptions of the levels of their educational competencies based on their gender and academic qualifications. Based on the findings, recommendations were presented.