Evaluating the Professional Performance of Physical Education Teachers in Basic Education in Zawiya

Abstract

This study aimed to evaluate the professional performance level of physical education teachers in the basic education stage in the municipality of Zawiya, and to identify differences in responses according to gender, academic qualification, and years of experience. the researcher adopted the descriptive analytical method as it is most suitable for the nature of the study. The population consisted of 43 male and female teachers, while the final sample included 39 teachers, representing 90.7% of the total population, selected using Cochran’s formula. a structured questionnaire consisting of 51 items was used, distributed across six main domains: planning and organization, guidance and counseling, resources and capabilities, motivation and stimulation, educational communication, and professional development, based on a three-point Likert scale. the validity of the instrument was verified through face validity, content validity, and internal consistency, while reliability was confirmed using Cronbach’s Alpha coefficient. the results indicated acceptable levels of validity and reliability for scientific research purposes. the findings revealed that the overall level of professional performance among physical education teachers ranged from moderate to high. The highest scoring domain was educational communication, followed by planning and organization, whereas resources and capabilities and motivational stimulation were rated at a moderate level. Moreover, the results showed no statistically significant differences in all domains attributed to gender or academic qualification, indicating homogeneity in professional performance among participants. However, statistically significant differences were found in the professional development domain according to years of experience, in favor of teachers with fewer years of experience (5–15 years). in conclusion, the study indicates that the professional performance of physical education teachers is generally good, with a need to improve physical resources, strengthen professional development programs, and enhance motivational and continuous improvement strategies within the school environment.