Developing a professional development framework of physical education teachers with an interpretative structural approach

Subject Areas : Education

Somayeh Emadi ¹ , Zoleikha Alizadeh ² , Abed Gholami ³

1 - Assistant Professor, Sports Management Department, Darion Branch, Islamic Azad University, Darion, Iran
2 - Department of Physical Education and Sports Sciences, Yasouj, Farhangian University, Yasouj, Iran
3 - Department of Educational Management and Planning, Shiraz, Farhangian University, Shiraz, Iran

Received: 2023-06-06 Accepted : 2023-10-05 Published : 2023-09-23

Keywords: Interpretive Structural Modeling, education, Physical Education Teachers, Educational program,

Abstract :

Introduction: Teachers are the key factor in improving the performance of students and improving the quality of education is not possible without the development of the teaching profession. Therefore, the purpose of this research was to formulate the professional development framework of physical education teachers with an interpretative structural approach. research methodology: This research is practical in terms of purpose and the data was collected in the field and in a mixed way (qualitative and quantitative). The qualitative sample included 19 experts who were selected in a targeted non-random way. The statistical population in the quantitative section was the managers and experts of physical education, who were first selected by stratified random and then non-randomly and available to 384 people. The research tool, a researcher-made questionnaire, included factors affecting the professional development of physical education teachers, whose content validity was confirmed by 10 sports management professors, and its reliability was confirmed by Cronbach's alpha test in addition to recoding by two coders (α= 0.89). In order to determine the action priorities in the professional development of teachers, the interpretive structural model was used. Findings: The findings indicated that 37 indicators in the form of 12 components have an effect on the professional development of physical education teachers and the components were structured in seven levels. The components of empowerment and macro policymaking were placed in the base of the model, and physical and psychological components and social factors were placed at the first level. Conclusion: It can be said that empowering teachers and increasing training courses will facilitate the achievement of other factors affecting the professional development of physical education teachers.

References:

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