Authors
1 MA in Sport Management, Sport Sciences Group, University of Birjand, Birjand, Iran
2 Associate Professor, Department of Sports Sciences, University of Birjand, Birjand, Iran
3 Department of Educational Sciences, University of Birjand, South Khorasan, Birjand
Abstract
Objective:The aim ofthe present research was design a model for the professional development of physical education teachers with an emphasis on innovation.
Methodology:The research was conducted in an applied and mixed (quantitative-qualitative)manner. The statistical population was physical education teachers in South Khorasan Province(N=267)1402-1403. In the quantitative part, according to Morgan's table, 155people were randomly selected based on gender. The data collection tool was a researcher-made questionnaire designed to measure the status of innovative work behavior. The validity and reliability of the questionnaire were confirmed by exploratory and confirmatory factor analysis and Cronbach's alpha coefficient. In the qualitative section, data was collected through semi-structured interviews and analyzed using Glaser's grounded theory. After conducting 24interviews with the participating teachers in the previous stage, theoretical saturation was achieved using the purposive sampling method. Research data analysis was performed using SPSS26,Amos23,and MAXQDA2020 software.
Results:The findings from factor analysis identified 21items in three factors(ideation,idea promotion,idea implementation).In the qualitative section, after conducting open, theoretical, and selective coding, a model of professional development for physical education teachers was developed with an emphasis on innovation in six components: programs, process evaluation,family,infrastructure, and economic and individual factors.
Conclusion:The model of the research provides an efficient framework for improving the quality of teaching and learning in school physical education classes. This model can increase the motivation and skills of physical education teachers to adapt to changes. Therefore, it is suggested that policymakers should invest in the professional development of teachers to improve the quality of education and their professional skills.
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