International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 13, Issue 4 (April 2026), Pages: 214-220

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 Original Research Paper

Ability of high school physical education teachers to meet professional requirements: An evaluation of competency and challenges

 Author(s): 

Duyet Xuan Do 1, Tuan Manh Nguyen 1, *, Doat Van Do 2, Hang Thi Bich Phung 1, Hoa Ba Nguyen 1, Phuong Thanh Hoang 3

 Affiliation(s):

1Faculty of Physical Education, Hanoi National University of Education, Hanoi, Vietnam
2Faculty of Education Management, Hanoi National University of Education, Hanoi, Vietnam
3Faculty of Preschool and Primary Education, Hung Vuong University, Phu Tho Province, Vietnam

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0009-0005-2630-0647

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.04.021

 Abstract

The professional competence of high school physical education teachers is essential for delivering high-quality instruction that supports students' physical, cognitive, and social development. Adherence to professional standards plays a key role in improving student engagement, learning outcomes, and overall well-being. However, differences in training, institutional support, and access to resources create challenges in maintaining these standards. This study aims to assess the ability of high school physical education teachers to meet professional standards by evaluating their instructional effectiveness, program management, and compliance with educational requirements. It also examines differences in competency levels among teachers, managers, and executive officers involved in physical education programs. A cross-sectional survey was conducted with 149 participants, including teachers (n = 56), managers (n = 52), and executive officers (n = 41). Data were collected through structured interviews and analyzed using frequency and percentage distributions. The findings show that a large proportion of participants face difficulties in meeting professional standards. More than 55.70% of respondents did not meet the required competencies, with the lowest performance observed in teaching methods, resource management, and adaptation to modern instructional approaches. Only 10.07% of participants were classified as highly competent, highlighting the need for targeted professional development and institutional improvement. The study concludes that there are notable gaps in professional competence among physical education teachers and administrators. It recommends strengthening training programs, increasing institutional support, and promoting continuous professional development to improve the quality of physical education and achieve better student outcomes.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Professional competence, Physical education teachers, Instructional effectiveness, Program management, Professional standards

 Article history

Received 16 August 2025, Received in revised form 27 March 2026, Accepted 23 April 2026

 Funding

This research is funded by the Vietnam Ministry of Education and Training under grant number B2023-SPH-09. 

 Acknowledgment

No Acknowledgment. 

 Compliance with ethical standards

 Ethical considerations:

The study was conducted in accordance with ethical standards. All participants were informed about the research's objectives and provided their informed consent voluntarily. The data collected was kept confidential and used strictly for academic research purposes to ensure the privacy of all respondents. 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

Do DX, Nguyen TM, Do DV, Phung HTB, Nguyen HB, and Hoang PT (2026). Ability of high school physical education teachers to meet professional requirements: An evaluation of competency and challenges. International Journal of Advanced and Applied Sciences, 13(4): 214-220

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