Evaluating the performance efficiency of physical education teachers from the perspective of the educational inspection department in Al-Zawiya Municipality

Abstract

This study aimed to assess the performance competency of physical education teachers in schools from the perspective of educational inspectors. It specifically examined teachers’ professional competency across five main domains: preparation and planning, lesson management, implementation of educational activities, assessment and follow-up, and personal and professional characteristics. A descriptive-analytical research design was adopted in accordance with the nature and objectives of the study. The study population consisted of physical education inspectors and supervisors working within the Ministry of Education in Zawia Municipality. Data were collected using a performance competency assessment form consisting of 20 items equally distributed across five domains and rated on a five-point Likert scale. The data were analyzed using means, standard deviations, relative importance, and item rankings, The findings indicated that the teachers demonstrated positive aspects across several professional practices. Considering individual differences and students’ physical abilities ranked highest within the preparation and planning domain, while physical and psychological warm-up ranked first in the lesson management domain. In the implementation of educational activities, involving and motivating all students to participate represented the strongest aspect. In contrast, assessment and follow-up emerged as the relatively weakest domain, particularly with regard to providing immediate feedback and documenting assessment results. The findings also indicated positive personal and professional characteristics among the teachers, particularly their ability to establish relationships based on respect and appreciation with students, The study recommends strengthening professional development programs for physical education teachers, with particular emphasis on formative assessment skills, immediate feedback, the diversification of teaching strategies, and systematic documentation of students’ assessment results. It also recommends improving time-management skills, advance preparation of sports facilities and equipment, and the effective use of modern instructional tools to enhance teachers’ professional performance and contribute to achieving the educational objectives of physical education.