The Role of Teaching Competencies in Achieving Learning Competencies in Physical Education and Sports in Secondary School: A Comparative Study Between Algeria and Qatar
DOI:
https://doi.org/10.57125/FED.2025.06.25.01Keywords:
Teaching competencies, physical education, Algeria, Qatar, student engagementAbstract
This study explores the role of teaching competencies in achieving learning outcomes in physical education across secondary schools in Algeria and Qatar. It emphasizes the increasing significance of instructional skills in shaping students’ holistic educational experiences. The research identifies gaps in pedagogical competencies, particularly among Algerian physical education instructors, where socio-economic barriers hinder the implementation of merit-based educational initiatives. A mixed-methods design was adopted, integrating quantitative analysis with qualitative interviews. A total of 200 physical education teachers (100 from each country) were selected using stratified random sampling to ensure diverse representation by skill level and institutional type. Data collection involved structured questionnaires and in-depth interviews, focusing on teachers’ self-assessments of their professional competencies. The results show that while teachers from both countries report confidence in lesson planning and delivery, substantial differences exist in technology use and student engagement strategies. Qatar’s education system demonstrates more advanced integration of STEM-based practices, which correlate with improved student engagement (+25%), understanding of scientific concepts (+30%), and development of engineering-related skills (+35%). Gender-based differences in perceived teaching competencies were negligible. Further analysis indicates a positive correlation between teaching experience and perceived competency levels. Educators with more than ten years of experience rated their competencies the highest (Algeria: 4.5/5; Qatar: 4.2/5). Moreover, professional development programs showed varied impact: Qatar’s structured training was perceived as significantly more effective in enhancing STEM-related teaching competencies (92%) than Algeria’s (55%). The study highlights the need for targeted professional development strategies that address local educational contexts and support teaching quality in physical education. It advocates for sustained collaboration between educators and policymakers to close competency gaps and cultivate inclusive, culturally responsive teaching environments. Future research should pursue longitudinal approaches and standardized tools to assess the long-term influence of teaching competencies on student learning outcomes.
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