تحديات الحرب والحصار وآثارها على الأداء التدريسي للمعلمين دراسة وصفية تقويمية تطبيقا على مدينة الأبيض بالسودان د. محمد حمد النيل محمد د. علي أحمد الغزي

Abstract Objective: This research aimed to identify the challenges of war and blockade on teachers' instructional performance in El Obeid City, Sudan. It diagnosed the current status of schools and their infrastructure while monitoring how resource scarcity and socioeconomic and psychological conditions affect teacher motivation and the overall educational process. Methodology: The study adopted the descriptive approach to evaluate and analyze the current situation. Because of constant power and internet outages, data had to be collected directly from the field using paper questionnaires and face-to-face interviews, which were all processed by hand. The sample included 110 male and female teachers and educational officials. Results: The study revealed that despite continuous bombardment and siege, the educational process managed to keep going, even though the school year was reduced to nearly five months at best between 2023 and 2025. The findings showed a severe deterioration in the educational environment; several schools were repurposed as shelter centers for displaced persons, and there was an acute shortage of desks, textbooks, and clean drinking water as well as the low salaries of teachers, which amount to less than 50 dollars per month. Negative indicators for resources, instructional performance, and socioeconomic/psychological conditions scored remarkably high, ranging between 4.74 and 4.82 on a five-point Likert scale. Furthermore, statistically significant differences (p < 0.05) were observed regarding the severity of the war's impact, showing that females (T = 2.37) and science teachers (T = 2.43) were the groups most affected by stress and resource shortages. Conversely, one-way ANOVA results (F = 4.803) indicated statistically significant differences in instructional performance and adaptability in favor of more experienced teachers. Recommendations: The study recommends giving urgent financial support to teachers, running intensive training workshops on how to teach during emergencies with minimal resources, and providing psychological support programs to help them cope with trauma. Keywords: Instructional Performance, El Obeid City, Education in Emergencies, Teacher Motivation, Shelter Centers.

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