The Role of Physical Education Teachers in Nurturing Sports Talents in Jordanian Secondary Schools

The identification and nurturing of athletic talent during adolescence are critical for the long-term development of competitive sports systems, particularly within school settings where physical education teachers play a pivotal role. In Jordanian secondary schools, limited empirical research has examined how physical education teachers contribute to creating a nurturing and supportive environment for athletic talents. Therefore, this study investigates the role of physical education teachers in discovering and developing athletic talent in public secondary schools in Jordan, while also examining the effects of gender, years of teaching experience, and academic qualifications on these roles. A quantitative descriptive survey design was employed. Data were collected from a sample of 183 physical education teachers working in public secondary schools in Irbid Governorate using an online questionnaire. The instrument covered five key domains: educational and instructional role, psychological and social role, organizational and administrative role, supportive environment, and professional development and institutional collaboration. Descriptive statistics and inferential analyses were used to examine teachers' perceived roles and demographic differences. The findings revealed that the overall role of physical education teachers in supporting athletic talent development was moderate (M = 3.66). The educational and instructional role ranked highest, indicating teachers' strength in teaching skills and guiding athletic performance, whereas the psychological and social role ranked lowest, highlighting a gap in emotional, motivational, and social support for talented students. No statistically significant differences were found between genders. However, statistically significant differences were observed in relation to years of experience and academic qualifications, favoring teachers with greater teaching experience and higher academic degrees. The study concludes that while physical education teachers contribute meaningfully to talent development, greater emphasis is needed on psychological and social support. The findings underscore the importance of targeted professional training programs, continuous professional development, and institutional collaboration. Practically, the results can inform policymakers, school administrators, and teacher education programs in strengthening school-based talent identification systems. Socially, enhancing supportive environments in schools may foster student well-being and maximize athletic potential.