The aim of this study is to recognize the obstacles that PE teachers face while training on their jobs, another aim of this study is to clarify any of the differences in some of the variables such as (gender, experience, qualifications) in the obstacles that PE teachers face while on their jobs. The sample in this study was taken from teachers in Gaza Strip. The sample size is 101 male PE teachers and 66 female PE teachers. The researcher used the survey tool. The study concluded that the fields of the survey vary in their strength whereas the average level of agreement on the proposed paragraph from the samples point of view is 173,125. By studying which fields had the most effect, obstacles from the samples point of view are as follow:
1) Obstacles related to supervision (72.9%).
2) Obstacles related to trainers (71%).
3) Obstacles related to the timing of the program –in percentage- (68.5 %).
4) Obstacles related to abilities, equipment and training place (67.76%).
5) Obstacles related to the timing of the program –in percentage- (56.7 %). There is no statistically significant differences in the obstacles that PE teachers face while training on their job as the significance level is (α ≤ 0.05) regarded to the gender, experience and qualifications variable.

The aim of this study is to recognize the obstacles that PE teachers face while training on their jobs, another aim of this study is to clarify any of the differences in some of the variables such as (gender, experience, qualifications) in the obstacles that PE teachers face while on their jobs. The sample in this study was taken from teachers in Gaza Strip. The sample size is 101 male PE teachers and 66 female PE teachers. The researcher used the survey tool. The study concluded that the fields of the survey vary in their strength whereas the average level of agreement on the proposed paragraph from the samples point of view is 173,125. By studying which fields had the most effect, obstacles from the samples point of view are as follow:
1) Obstacles related to supervision (72.9%).
2) Obstacles related to trainers (71%).
3) Obstacles related to the timing of the program –in percentage- (68.5 %).
4) Obstacles related to abilities, equipment and training place (67.76%).
5) Obstacles related to the timing of the program –in percentage- (56.7 %). There is no statistically significant differences in the obstacles that PE teachers face while training on their job as the significance level is (α ≤ 0.05) regarded to the gender, experience and qualifications variable.