Quantitative and Qualitative Analysis of the Professional Skills of Physical Education Teachers in secondary education - case of the Mostaganem in Algeria

Abstract

The purpose of this study was to identify teachers' representations of competence and knowledge of pedagogical needs related to occupational skills based on professional experience and academic education. Participants were 85 secondary school teachers from several schools who responded to a questionnaire that included a first scale of competency perceptions and a second scale on the recognition of teaching needs. The comparison of teacher perceptions based on teaching experience and teachers experience was done by applying the one-way ANOVA and Tukey's multiple post hoc comparisons. Teachers' representations were influenced by their experience as less experienced teachers qualified at lower levels of competence and more teaching needs; Teachers with a higher education, whether in physical education or others, perceived themselves to be more competent than teachers without a higher education. Finally, the majority of teachers perceived themselves as competent, but nevertheless indicated that they had teaching needs, which brings important feedback to the teacher of the secondary trainer. This suggests that teachers are interested in increasing their knowledge and competence in a wide range of areas which should be considered in future Teachers education programs.