This study aimed to identify the obstacles facing female secondary teachers of English in AlQaser Directorate of Education in Al-Karak, Jordan. For the purpose of the study, a quantitative approach was adopted. The sample was randomly selected and included 170 female English language teachers. A questionnaire consisting of 29 items covering five domains was administered and 150 questionnaires were returned. The results showed that these teachers faced many academic challenges and obstacles in various domains, such as in the student, community, and parent domains, as well as teacher skills, curriculum, and school environment domains. The results also revealed that there were statistically significant differences in the challenges and obstacles faced by the teachers in terms of the experience variable. The study, thus, recommends adopting a more effective strategy to improve the school environment and having a suitable psychological context for female English teachers in order to enhance the quality of the students’ learning outcomes.

中文翻译：

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约旦中学女英语教师所面临的挑战

这项研究旨在确定约旦Al-Karak AlQaser教育局的英语中学女教师所面临的障碍。为了研究的目的，采用了定量方法。样本是随机抽取的，包括170位女英语教师。发放了包括五个领域的29项问卷，并退回了150份问卷。结果表明，这些教师在学生，社区和家长领域以及教师技能，课程和学校环境领域等各个领域都面临许多学术挑战和障碍。结果还显示，就经验变量而言，教师面临的挑战和障碍在统计学上存在显着差异。因此，这项研究