Teaching Efficacy Level of Physical Education Teachers in Oman and Kuwait Countries: A Cross-Sectional Study

Nasser Al Rawahi,Ahmad Yousef

doi:10.5430/ijhe.v10n2p9

Abstract

The aim of this study is to explore Omani and Kuwaiti physical education teachers’ teaching efficacy level and to determine differences in terms of gender variables. The sample consisted of 164 physical education teachers from Oman and 187 from the State of Kuwait. There were 49.9% male physical education teachers and 59.1% female physical education teachers from both countries. Data were collected through a developed teaching efficacy scale, which was borrowed from the literature, consisting of 5 main categories: content knowledge, pedagogical special knowledge, general teaching, classroom management, and assessment in physical education. Generally, the results revealed that physical education teachers hold a positive and medium level of teaching efficacy. In addition, physical education teachers in the State of Kuwait possessed higher levels than Omani physical education teacher in all dimensions except in the general teaching and classroom management dimensions. Furthermore, the level of teaching efficacy was higher for female physical education teachers compared to their counterparts. Further recommendations for future studies are also suggested.

Highlights

Teacher quality has become a critical issue facing most educational systems around the world, and educational researchers have focused on examining factors that enhance and affect, positively or negatively, a teacher’s professional quality (Hanushek, Kain, O’Brien, & Rivkin, 2005; Haycock & Crawford, 2008; Van, Laura, & Allen, 2013)
The main aim of this study was to describe the level of teaching efficacy that physical education teachers hold and to determine the difference in the levels of self-efficacy among teachers in Oman and Kuwait
The results were categorized with self-efficacy for content knowledge (CK), self-efficacy for pedagogical special knowledge (PSK), self-efficacy for general teaching (GT), selfefficacy for classroom management (CM), and self-efficacy for assessment in physical education (APE)

Summary

Introduction

Teacher quality has become a critical issue facing most educational systems around the world, and educational researchers have focused on examining factors that enhance and affect, positively or negatively, a teacher’s professional quality (Hanushek, Kain, O’Brien, & Rivkin, 2005; Haycock & Crawford, 2008; Van, Laura, & Allen, 2013). One such factor is the development of positive teaching efficacy. Woolfolk et al (1990) indicated that teachers with a high level of self-efficacy implement constructive and student-based techniques to handle students’ learning problems. Teachers’ self-efficacy is reflected positively in the students’ achievement level as well as their satisfaction with, and positive attitudes toward, learning (Caprara et al, 2006; Khan, 2012; Yi-Hsiang, 2014)

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Conclusion