Investigation of Physical Education Teachers’ Teaching Competence from the Perspective of High School Students in Kunduz

Abstract

Physical Education, despite its important role in students’ physical, psychological, and skill development, still does not have a strong position in many educational systems where academic subjects are given more attention. Besides physical development, this subject also supports cognitive, psychomotor, and emotional growth, which requires proper planning, suitable sports facilities, and effective teaching methods. In this process, teachers play a key role, and their professional competencies directly influence the quality of learning. Methodology: This study was applied and descriptive-correlational in nature and conducted using a mixed approach (library and field methods). The aim was to evaluate the teaching competencies of physical education High School Teachers in Kunduz city from students’ perspectives. The statistical population included school students in Kunduz, and 460 participants were selected through multi-stage cluster sampling. Data were collected using a researcher-made 36-item Likert-scale questionnaire. The questionnaire’s validity was confirmed by experts, and its reliability was verified using Cronbach’s alpha coefficient (0.71). The findings showed that most students evaluated teachers’ cognitive, performance, and attitudinal competencies as weak. Specifically, 72.8% of the respondents rated teachers’ cognitive competence as poor, 69.6% rated their performance competence as poor, and 61.7% rated their attitudinal competence as poor. The Pearson Chi-Square tests revealed statistically significant differences among the selected high schools in cognitive competence (χ²(10) = 148.967, p < 0.001), performance competence (χ²(10) = 127.431, p < 0.001), and attitudinal competence (χ²(10) = 133.138, p < 0.001). These results indicate significant differences in teachers’ teaching competencies across the selected high schools. Overall, the findings suggest the need to strengthen teachers’ professional competencies through inservice training, active teaching methods, practical skill development, and improved educational and sports facilities to enhance the quality of physical education teaching.