This study aimed to identify the teaching competencies and job satisfaction among basic education teachers.To achieve the objectives of the study, two study tools, teaching competencies questionnaire and job satisfaction scale, were applied. The study followed a descriptive methodology; its sample consisted of (65) male and female teachers from public schools at Al-jam'a directorate of education in Amman, for the spring semester of the academic year 2014/2015; the participants were chosen randomly. For the purpose of statistical analysis, means and standard deviations were computed. However, the validity and reliability tests were conducted for the study tools. Thus, Cronbach alpha coefficient were applied to measure the reliability of first tool and second tool of the study, which were (0.869 and 0.857) respectively. The results of the study revealed that the level of the teaching competencies possessed by physical education teachers on the total score was high, and the level of job satisfaction possessioned by physical education teachers on the total score was moderate. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the three domains of teaching competencies (planning competencies, implementation competencies, and evaluation competencies). In the light of the results of the study, the study concluded a number of recommendations including: inclusion the teaching competencies to be met by physical education teachers in preparation and teacher training programs; and pay attention to the moral, economic, and social aspects of physical education teachers.

This study aimed to investigate the level of anxiety at the badminton players and its relationship to the level of accomplishment. The study was conducted on 50 players who are members of the Jordanian Union of Badminton. Results indicated that there were a correlation statistically significant positive relationship between anxiety and a accomplishment. Differences in the levels of anxiety were statistically significant at α≤0.05 between male and female players for the sake of male players. However, There were no statistically significant differences at α≤0.05 in the levels of anxiety due to age of players, educational qualifications, and the type of the player (National Teem or Local Club). In light of the results, some recommendations were derived. هدفت هذه الدراسة إلى معرفة مستوى القلق النفسي عند لاعبي الريشة الطائرة وعلاقته بمستوى الإنجاز. أجريت الدراسة على (50) لاعباً ولاعبة من المسجلين في الاتحاد الأردني للريشة الطائرة. أظهرت النتائج أن هناك علاقة ارتباطية ايجابية بين مستوى القلق ومستوى الإنجاز، وأن هناك علاقة ذات دلالة إحصائية (α ≤ 0.05) بين مستويات القلق للذكور والإناث ولصالح الذكور. كما أظهرت النتائج عدم وجود علاقة ذات دلالة إحصائية (α ≤ 0.05) في مستوى القلق يُعزى للعمر، والمؤهل العلمي، وصفة اللاعب (لاعب منتخب أو لاعب نادي محلي). وتم اشتقاق مجموعة من التوصيات في ضوء النتائج.

The study aimed to know The Level of Performance of Science Teachers in the Sultanate of Oman in Light of NSTA Standards from their Point of View. The study sample consisted of (126) science male and female teachers in the al-dakhliah governorate in the Sultanate of Oman for the academic year 2016/2017. The researchers developed a questionnaire to determine the level of performance of science teachers in light of NSTA standards, which consisted of 83 paragraphs divided into five standards. The results of the study indicate that the level of performance of science teachers was moderate. The results indicated that the highest level performance of science teachers was in teachers' knowledge and understanding of content, followed by the standard of understanding how students learn and use different methods to develop their knowledge. While the lowest level of performance of science teachers in the effective planning of educational units standard. The results also showed no significant differences in the performance of science teachers attributed to the gender variable or specialization variable, while there are differences of statistical significance attributed to the variable qualification scientific and for the benefit of Masters, and the existence of differences of statistical significance attributed to the variable number of years of service and for teachers who have years of experience more than ten years.

Background: Curriculum evaluation is a dynamic and indispensable process necessary to develop the curriculum, and to support decision-makers with evidences to guide the curriculum towards the intended goals. The Sustainable Development Goals (SDGs) are the most important universal goals to be taken into consideration by curriculum. SDGs represent a call to end poverty, protect the planet and ensure that all people enjoy peace and prosperity by 2030. Because education, through curriculum, is the nations’ key to accelerate the achievement of sustainable development, this study evaluates the content of the Palestinian curriculum and assesses the degree to which SDGs are included in the curriculum. Purpose: The study aimed to evaluate the Palestinian school curricula, through using national standards for each SDG, to examine the degree to which the SDGs are incorporated in the curricula, and to know whether there is variation in this incorporation among the different curricular subjects. Setting: The study evaluates the content of Palestinian curricula of the main subjects based on national curriculum standards developed and published in light of the SDGs. These subjects are: Arabic Language for grades 1-12, Science for grades 1-12, Mathematics for grades 1-12, Social Studies for grades 1-12, Technology for grades 5-12, Agricultural Sciences for grades 11-12, Renewable Energy for grades 11-12, Entrepreneurship and Business for grades 11-12, Management and Economy for grades 11-12, and Smart Buildings for grades 11-12. In addition, timeframe delimit is the academic year 2018-2019. Data Collection and Analysis: In order to evaluate content of the Palestinian curricula, descriptive-analytical methodology was used by utilizing content analysis of the guideline document for each curricular subject. Findings: The results showed variation in the inclusion of the SDGs, and absence of essential aspects. The fourth SDG (Quality Education) obtained the highest inclusion percentage with 28.5%. While the fourteenth SDG (Life below Water) obtained the lowest inclusion percentage with 0.8%. In light of the results, the study highlighted variation of the curriculum from SDGs and recommended for the development and enrichment of the Palestinian curriculum to ensure the inclusion of SDGs, with its all dimensions, considering that education in Palestine defined as the main gateway towards progressing achievement of the SDGs. Keywords: the 2030 agenda for sustainable development; content analysis; evaluation; SDGs; standards