Provide a model of organizational professionalism in physical education of the Ministry of Education with a data approach

Subject Areas : Management of Technology and production

Zohrab Gohari ¹ (Sports Management, Secretary of Physical Education, General Department of Education, Fars Province)
somayeh emadi ² (Department of Physical Education, Daryoun Branch, Islamic Azad University, Daryoun, Iran)
Zahra Emadi ³ (Expert and secretary of the General Department of Education of Fars Province)
Saeedeh Golestani ⁴ (PhD in Educational Management, Education of Fars Province and lecturer at Farhangian University)

Received: 2022-05-26 Accepted : 2022-08-14 Published : 2024-03-20

Keywords: education, meritocracy, Data theory, teachers of physical education,

Abstract :

Introduction: The purpose of this study was to present a model of organizational professionalism in physical education of the Ministry of Education with a data-based approach.

research methodology: This research is applied in terms of purpose and the data were collected as a sequential exploratory mix with the foundation data method, based on theoretical purposeful sampling and conducting 23 in-depth interviews and systematic analysis of human resources experts in physical education and university professors. According to the method proposed by Strauss and Corbin (2011), data analysis was performed simultaneously in three stages of open, axial and selective coding.

Findings: The model of organizational professionalism in physical education of the Ministry of Education has 20 main categories and 62 sub-categories in the form of contextual conditions, intervening factors, causal factors, strategies and consequences. Also, based on the findings, the strategies for transforming the Office of Physical Education into a professional organization are developing a meritocracy system in management, developing a performance appraisal system, empowering human resources, developing motivational measures, communication, and increasing research and development.

Conclusion: Achieving and implementing strategies will have consequences such as evolving teachers' professional identities, program dynamics, streamlining executive activities and processes, organizational dynamism and excellence, improving organizational performance, and developing educational productivity and quality of physical education lessons.