Educational engagement and its relationship to teaching skills among volleyball teachers from the students' perspective

Abstract

The importance of this study lies in the novelty of its topic and the need for further research. It addresses a topic that, to the researcher's knowledge, has not been addressed previously in Iraqi and Arab studies. The current study also provides the construction of two scales to measure both (educational engagement and teaching skills). This study then attempts to identify the relationship between these variables, considering that purposeful orientations play a mediating role between educational engagement and teaching skills, and attempts to uncover the relationship between the research variables. The research problem was defined in the following main question: What is the relationship between educational engagement and teaching skills in volleyball for departments and faculties of physical education and sports sciences at the universities of the Middle Euphrates? The most important objectives are to identify the relationship between educational engagement and teaching skills for volleyball instructors. The research methodology was to achieve the research objectives. The researcher used the descriptive method with the survey method, due to its suitability to the nature of the problem, objectives and procedures of the research. As for the research community and sample, the research community represents the fourth-year students of the College of Physical Education and Sports Sciences at the University of (Kufa) for the academic year (2024-2025), whose number is (64). The research sample was divided into (exploratory, application) samples and selected randomly. The research procedures were to apply the scales of educational engagement and teaching skills among volleyball teachers from the students’ point of view. The most important conclusions were the existence of a significant relationship for each of the dimensions of educational engagement in the following order (behavioral, emotional, affective, cognitive) with the teaching skills of the research sample. The most important recommendations are the necessity of enhancing educational engagement and its dimensions (cognitive, behavioral, affective, affective) among volleyball teachers in particular and among teachers of colleges and departments of physical education and sports sciences at Iraqi universities, as this reflects positively on their teaching skills.