The impact of quality dialogue on improving Physical Education classes in light of implementation challenges and SDGS
DOI:
https://doi.org/10.47197/retos.v74.117891Keywords:
Supervisory dialogue, Physical Education, professional competencies, sustainable development goalsAbstract
Introduction: Physical education is considered an essential educational pillar that contributes to developing a psychologically and socially healthy generation.
Objective: This study examined the role of constructive dialogue between physical education teachers and educational supervisors in enhancing teaching quality and supporting Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education).
Methodology: This study employed the descriptive analytical method utilising a random sampling technique was used to select 216 teachers from government schools in the West Bank completed a validated questionnaire.
Results: Findings indicated that supervisory dialogue significantly improved teachers’ professional competencies (R = 0.63, R² = 0.40, p < .001) and classroom interaction aligned with SDG targets (R = 0.59, R² = 0.35, p < .001). Dialogue positively influenced lesson planning, instructional strategies, classroom organization, and student engagement, although administrative workload, limited time, resource constraints, and class size were identified as key obstacles.
Discussion: The results from the quantitative analyses demonstrate that supervisory dialogue is a multifaceted mechanism that strengthens pedagogical decision-making, enhances teachers’ reflective practice, and promotes more effective classroom interaction.
Conclusions: The study concluded that supervision is a vital mechanism for professional growth, but its impact is restricted by structural and contextual factors. Limitations include reliance on self-reported data, the lack of observational measures, and limited generalizability beyond the West Bank. Based on the findings, the study recommends that policymakers allocate dedicated time for supervisory dialogue, reduce administrative burdens, strengthen communication-focused training for supervisors, and improve resource availability to facilitate effective implementation of pedagogical guidance.
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