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 in
service training, active teaching methods, practical skill 
development, and improved educational and sports facilities to 
enhance the quality of physical education teaching.