Document Type : Original Article
Authors
1
Assistant Professor, Department of Physical Education, Farhangian University, P.O. Box 889-14665, Tehran, Iran Email sh.aali@cfu.ac.ir
2
University of Mohaghegh Ardabili, Faculty of Educational Sciences and Psychology, Department of biomechanics and sport injuries, Ardabil, Iran
3
. Department of Educational Sciences, Farhangian University, ardabil, Iran
Abstract
Background and Objective: A key challenge in the educational system is the disparity in professional performance between graduates of teacher training programs and trainees from other educational paths. This study aims to identify and compare the professional performance of graduates from the Bachelor's program at the University of Education and trainees under Article 28 in Physical Education, based on evidence-based evaluation.
Methodology: The study employed a mixed-methods approach (qualitative and quantitative). In the qualitative phase, data were collected and analyzed through semi-structured interviews with administrators, professors, and physical education teachers using grounded theory. In the quantitative phase, the sample comprised 284 participants, including administrators, teachers, and students. The data collection tool was a questionnaire based on the qualitative phase. Data analysis was performed using SPSS and LISREL software, employing confirmatory factor analysis (CFA) and independent t-tests.
Findings: The analysis resulted in the extraction of 105 unique codes related to the empowerment of physical education teachers. Confirmatory factor analysis revealed that 91 items were grouped into 9 main factors: behavioral-cognitive, educational, professional development, professional ethics, management, technology, teaching, personal, and research. Statistical tests (KMO=0.902, χ²=12801.55, p<0.01) confirmed the validity and high correlation of the items, while the independent t-test showed significant differences between groups (p<0.01).
Conclusion: Empowerment of physical education teachers in Iran is influenced by behavioral-cognitive, educational, professional development, and ethical factors. These findings provide a basis for designing effective educational and professional programs to enhance the empowerment and professional performance of physical education teachers in Iran.
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