Effective Teaching Strategies and Obstacles Among General Secondary Education Teachers in Derna City

• Zainab Gomaa Attia El Tar Kawi

  Department of Educational Sciences, Educational Curricula Division, Libyan Academy, Derna Branch - School of Humanities

  Author

The current study aimed to identify effective teaching strategies and their obstacles among general secondary education teachers in the city of Derna Center, where the descriptive analytical approach was used. The sample consisted of (226) male and female teachers, including (57) male teachers and (169) female teachers. They were selected randomly, and the questionnaire consisted of two dimensions. The first dimension was specific to teaching strategies, consisting of five strategies (brainstorming strategy, cooperative education strategy, self-learning strategy, project strategy, and discussion strategy), where the first place went to the strategies (project and discussion), the second place went to the (brainstorming strategy), and the third place went to the strategies (cooperative education and self-learning strategy). As for the second dimension, it is specific to the obstacles that hinder general secondary education teachers from using teaching strategies, which included four obstacles (obstacles related to the teacher, obstacles related to the educational environment, obstacles related to the curriculum, and obstacles related to students). Obstacles related to the educational environment came in second place (obstacles related to the curriculum came in third place, followed by obstacles related to the teacher and the student), and the results showed the following: 1. There were no statistically significant differences between the responses of general secondary education teachers regarding effective teaching strategies, which were attributed to the variables (educational qualification - years of experience) in the city of Derna. 2. There were no statistically significant differences between the responses of general secondary education teachers regarding the obstacles that prevent the practice of effective teaching strategies, which are attributed to the variables (scientific qualification - years of experience) in the City of Derna.

1. Zainab Gomaa Attia El Tar Kawi, Department of Educational Sciences, Educational Curricula Division, Libyan Academy, Derna Branch - School of Humanities

   Department of Educational Sciences, Educational Curricula Division, Libyan Academy, Derna Branch - School of Humanities

• PDF

Copyright (c) 2026 Zainab Gomaa Attia El Tar Kawi (Author)

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.