A Model for the Professional Development of Physical Education Teachers: A Case Study of Farhangian University

Abstract

Purpose: The purpose of this study was to develop a professional development model for physical education teachers by identifying its dimensions, components, influencing conditions, strategies, and outcomes within the context of Farhangian University.

Methodology: This qualitative study was conducted in 2019 using a grounded theory approach. The research population consisted of faculty members of Farhangian University, physical education experts, educational administrators, and experienced physical education teachers in Tehran. Participants were selected through purposive and snowball sampling, and sampling continued until theoretical saturation was achieved. A total of 25 experts participated in the study. Data were collected through in-depth semi-structured interviews. Data analysis was performed using open, axial, and selective coding procedures. MAXQDA 2018 software was employed to organize and manage the qualitative data. To ensure trustworthiness, the criteria of credibility, confirmability, transferability, and dependability were applied throughout the research process.

Findings: The findings revealed that the professional development of physical education teachers is centered on the core category of “enhancing professional competencies of physical education teachers.” Open coding identified concepts such as specialized knowledge enhancement, teaching skill development, research empowerment, lifelong learning, organizational support, professional networking, and professional self-efficacy. During axial coding, these concepts were grouped into five major categories: individual competencies, specialized competencies, research competencies, organizational factors, and professional interactions. The analysis further identified causal conditions including the need to improve educational quality, technological developments, and curriculum changes; contextual conditions including organizational learning culture and managerial support; and intervening conditions such as resource limitations and administrative challenges. The main strategies consisted of continuous professional training, technology-based skill development, research-oriented empowerment, continuous evaluation, and professional networking. These strategies resulted in outcomes such as improved teaching quality, enhanced professional self-efficacy, increased instructional innovation, higher job satisfaction, and greater effectiveness of teacher education systems.

Conclusion: The findings indicate that professional development among physical education teachers is a multidimensional and dynamic phenomenon shaped by the interaction of individual, professional, research, organizational, and social factors. Achieving sustainable professional development requires supportive organizational environments, continuous learning opportunities, research-oriented cultures, and strong professional collaboration. The proposed model provides a comprehensive framework for educational policymakers and teacher educators seeking to improve the quality and effectiveness of physical education teacher development programs.