Comparing the quality of teaching skills performance of professors in faculties of physical education and sports sciences and higher technical institutes in the western region of Libya

Abstract

This study aims to study the quality of teaching skills among professors in colleges of physical education and sports sciences and higher technical institutes in the western region of Libya. It also aims to identify differences in performance quality according to specific demographic and professional variables. The researchers adopted a descriptive survey approach. The study was administered to a sample of (191) members, representing 50.65% of the research population of (379) members. The sample was distributed equally among gender, academic qualifications, specializations, and educational institutions. Data was collected using a questionnaire consisting of (66) items distributed across six main axes: teaching planning skills, lecture implementation and classroom management, evaluation and feedback, linguistic, vocal, and expressive competence, communication and human relations, and academic and specialized competence. The results demonstrated high reliability of the tool through Cronbach's alpha coefficients, correlation coefficients, and the square root of the correlation coefficient. The results revealed that the quality of teaching skills among faculty members was high, with areas related to communication, human relations, and academic competence being prominent, while areas related to lecture delivery and classroom management were relatively lower. No statistically significant differences were recorded according to variables such as gender, academic qualification, ministry, educational institution, teaching specialization, or academic degree, with the exception of assessment skills, which favored females. Significant differences were observed according to years of experience, reflecting the impact of practical experience on improving teaching performance. The study recommends focusing on developing classroom management and lecture delivery skills, leveraging faculty members' practical experiences, and strengthening strong areas such as communication and academic competence to ensure integrated and sustainable educational quality.