Professional competencies and their relationship to some personality traits of a physical education and sports teacher in Algeria

Abstract

The Algerian university is a scientific, artistic, social, athletic, and cultural institution that influences and is influenced by its surrounding environment in shaping political, professional, and athletic leadership. Each university has a mission that it strives to achieve and that distinguishes it from others. Since the establishment of the various institutes and departments of physical education and sports in Algeria, the study system has followed a general framework primarily aimed at preparing physical education and sports teachers for the Algerian school system. Currently, some institutes and departments have begun training students in coaching and management alongside teaching, representing a step towards specialization in preparing graduates for positions that align with their academic qualifications and training. Until recently, teacher preparation focused on enabling teachers to effectively implement school curricula. This trend emphasized program objectives and content, making them learner-centered. While this approach is important in the educational process, today's focus is on effectiveness and its associated concepts of measurement and evaluation in the teaching profession. It also involves analyzing and defining job responsibilities and preparing teachers to be measured by these responsibilities. This has led to a broad and multifaceted reform movement advocating for a focus on competencies and teaching performance. While some educational practitioners have used the terms "competency" and "performance" interchangeably, a growing trend since the early 1970s has advocated for distinguishing between them. The evolving concept of competency-based teacher preparation differentiates between cognitive competencies, performance competencies, and outcomes. Thus, competency-based teacher preparation, in its broadest sense, is what is meant. Developed countries, in particular, emphasize the need to equip teachers with a range of competencies, as without these competencies, teachers cannot achieve their assigned goals. The current study is an attempt to determine the nature and level of professional competencies of physical education and sports teachers in the intermediate and secondary stages, the most important factors that affect them, and their relationship to some personality traits.