معلمان تربیت بدنی

Physical education teachers are key elements in education and training in the field of physical activity and health promotion. Given the changing society, professional development based on contemporary innovations has become an inevitable part of their professional lives. The aim of this study was to explore professional development strategies with an emphasis on the innovative work behavior of physical education teachers in South Khorasan province. The present study was qualitative and exploratory. The researcher conducted interviews with physical education teachers to examine professional development strategies with an emphasis on innovative work behavior. The study population consisted of all physical education teachers in South Khorasan province during the academic year 2024- 2025. The samples were purposefully selected based on work experience, educational qualifications, and familiarity with innovation topics. Data collection continued through semi-structured interviews until data saturation was reached. Saturation was achieved after interviewing 14 physical education teachers in South Khorasan, but to ensure the credibility of the data, interviews continued with 19 teachers. The information obtained from the interviews was analyzed using Glaser’s grounded theory method and the 2020 MAXQDA software. The analysis of the conducted interviews using open, axial, and selective coding led to the identification of 311 statements. The codes derived from the interviews were categorized into 34 axial codes and 5 selective codes: organizational support strategies (9 strategies), evaluation and self-awareness (4 strategies), training programs (11 strategies), educational facilities and technologies (4 strategies), and societal culture (6 strategies). These were identified as professional development strategies for physical education teachers with an emphasis on innovative work behavior. Based on the findings of this study, policymakers and education planners can utilize the proposed strategies to achieve the predetermined objectives related to physical education teachers, aligning them with contemporary needs. Additionally, they can mitigate the negative impacts of the lack of professional development strategies focused on innovative work behavior for physical education teachers.

The aim of this study was to investigate the relationship between professional ethics of physical education teachers and their Work engagement with the mediator role of self-efficacy and psychological empowerment.

The research method was descriptive-correlational, which was done using structural equation method. The statistical population of the study consisted of all physical education teachers of Kohgiluyeh and Boyerahmad and Chaharmahal and Bakhtiari provinces, which included 643 people that the sample size was determined by Krejcie and Morgan table equal to 240. To measure the variables, the Professional ethics, Self-efficacy, Psychological Empowerment and Work engagement questionnaire were used. That validity and reliability were confirmed.  For data analysis, confirmatory factor analysis and structural equations were used by Liserel software. 

The findings indicated that professional ethics had a direct impact on self-efficacy, psychological empowerment and work engagement, and professional ethics also indirectly influenced work engagement through self-efficacy and Psychological Empowerment.

According to the findings concluded the professional ethics of physical education teachers caused motivate them and increase their work engagement by developing positive beliefs about themselves and their jobs.

This study aimed to investigate the effect of secure leadership on workplace happiness with the mediating role of spirituality in the workplace. By stratified random sampling, 178 physical education teachers in Zahedan were studied through questionnaires of secure-base leadership, workplace happiness, and the spirituality in the workplace. The data were analyzed by Pearson correlation coefficient and structural equation modeling. Based on the findings, the correlation coefficient of secure leadership with workplace happiness and spirituality in the workplace was positive and significant, and the correlation coefficient between spirituality in the workplace and workplace happiness was also positive and significant. The direct effect of secure leadership on workplace happiness, the direct effect of secure leadership on spirituality in the workplace, and the direct effect the spirituality in the workplace on workplace happiness was positive and significant. Also, the indirect effect of secure leadership on workplace happiness mediated by spirituality in the workplace was positive and significant. According to these results, school principals can play an important role in increasing teachers'' organizational spirituality and organizational happiness by promoting psychological security, establishing humane and sincere relationships, strengthening teachers'' sense of belonging and competence, and developing a culture of discourse and cooperation.

This study set out to examine the relationship between organizational socialization and organizational identity among physical education teachers in cities of Tehran province. This applied research had a correlational design. The statistical population of the study consisted of all female and male physical education teachers in cities of Tehran province in school year 2017-18 (N= 1381). Based on Morgan and Krejcie Table, 302 subjects (172 women and 130 men) were selected via random cluster sampling method. The instruments included Organizational Identity Questionnaire (Miller et al., 2000) (α=.849) and Taormina Organizational Socialization Questionnaire (2004) (α=.899). To analyze the data, descriptive and inferential statistics (Pearson correlation and path analysis) were utilized. The results revealed that organizational socialization and its dimensions (training, understanding, co-worker support, and future prospects) were positively associated with organizational identity of physical education teachers. Moreover, the results of the path analysis showed that the components of organizational socialization accounted for 42.6% of the total variance in organizational identity. The components of training, co-worker support and future prospects had positive, significant effects on organizational identity of physical education teachers, whereas the effect of understanding was not statistically significant. The findings also showed that the components of training and future prospects had the greatest effects on organizational identity of teachers.