The Basic Performance Teaching Competencies Of Teachers In The First Basic ‎Educational Stage Which are Needed For Teaching Physical Education

The purpose of this study was to identify the basic performance teaching competencies of teachers in the first Basic Education stage, which are necessary for teaching Physical Education, and to identify the level of basic performance teaching competencies that teachers own from their point of view and their head teacher's point of view. It tended also, to identify if there were significant differences from the teacher's point of view and their head teacher's point of view in teachers basic performance teaching competencies in which are due to sex, experience, educational level, and interaction among these variables. The sample of this study consisted of (243) male and female teachers and (62) school head teachers, they were randomly selected from the population of this study. The researcher used 44- item questionnaire, covering three domains: Teaching planning competencies, teaching implementation competencies, and evaluation competencies. The results of this study revealed that: from the teacher's point of view, they possess (32) basic performance teaching competencies with big degree and (12) competencies with fair degree, and from the head teacher's point of view the teacher in First basic Educational stage possess (1) competency with big degree and (43) competencies with fair degree. The result of this study also showed that from the teacher's point of view and the head teacher's point of view, there were no significant differences in teachers possession basic performance teaching competencies related to sex, experience, educational level and interaction among these variables. However, there were significant differences between the point of view of teachers and head teachers about the teacher's possession of basic performance teaching competencies in all the three domains of the study. In light of the foregoing, the researcher recommended to use the findings (competencies) in educational supervision and in – service training programme, to take more care about teacher's fair competencies; to organize physical education courses for teachers who teach in basic educational stage, and to carry out further studies in depending on close supervision to ensure the availability of those competencies in teachers and in their practices.