The Mediating Role of Learning Agility in Personal Development through Psychological Empowerment of Physical Education Teachers

To determine the extent to which learning agility mediates the effect of psychological empowerment on personal development, a sample of 325 physical education teachers from among 1500 in Tehran was randomly selected and given three questionnaires to measure their learning agility (Gravett & Caldwell, 2016), personal development (Dachner, 2013), and psychological empowerment (Hatami & Dastar, 2012). Data analysis revealed that psychological empowerment affects teachers’ personal development, both directly (0.36), and indirectly through learning agility (0.21). Teachers with high empowerment and agility scores showed greater inclination towards learning new subjects that help them with their personal growth. Such individuals are curious and constantly in pursuit of personal development and improvement. It is recommended that responsible authorities pay attention to these findings and provide the necessary conditions for improving the learning agility of physical education teachers.