تصورات معلمي التربية الرياضية في محافظة المفرق للعقبات التي تواجههم أثناء التدريس
This study aimed at identifying the perceptions of physical education teachers in Mafraq governorate for the obstacles they face during teaching. To obtain the needed data, the researchers constructed a 46 items questionnaire distributed along there four domains, (physical obstacles, school obstacles, learner-related obstacles, teacher-related obstacles), on a random sample consisting of (63) male and female teachers. The results showed that the degree of perceptions the teaching as a whole is high. The field of (physical obstacles) ranked first (high), followed by the third area (obstacles related to the learner) ranked higher degree, while the fourth area (obstacles related to the teacher) came in third place ranked high), the second area (school obstacles) came in fourth and last ranked lower one. The study also showed that there is absence of a statistically significant difference at the level of statistical significance (α=0.05) between the arithmetic averages of the study sample estimates on the paragraphs of the study tool on the perceptions of teachers for the obstacles they face during teaching as at whole and on the four areas of the study tool attributed to the gender variable, and the presence of differences statistically significant at the level of statistical significance (α=0.05) between the arithmetic averages of the study sample estimates on the field (obstacles related to the learner) attributed to the variable of the educational qualification, in favor of the study sample with a scientific qualification (master and above) compared to those with scientific qualification (bachelor's + high diploma). The researchers recommended the need to develop a comprehensive strategy for the subject of sports education, which includes providing the necessary capabilities, training and training of teachers and creating an appropriate teaching environment based on a comprehensive evaluation based on performance indicators in achieving educational outputs. (Published abstract)