physical education teachers

Background: The aim of this study was to predict self-efficacy based on professional ethics and development. Methodology: The research was descriptive-correlational with structural equation modeling in terms of method, and applied in purpose. The population included all Isfahan Province Farhangian Universitychr(chr('39')39chr('39'))s student teachers in the academic year 2019-2020, 150 of whom were randomly selected according to the Morgan-Krejcie table (1990). The research instruments were Martin’s teacher self-efficacy (2003), Gregorychr(chr('39')39chr('39'))s professional ethics (1990), and the New Jersey Institute of Professional Standards for Teachers’ professional development (2014) questionnaires, whose reliability according to the Cronbach test was 0.86. For data analysis, the descriptive statistics were analyzed in Spss26 and the structural equations were analyzed in Amos24. Results: Data analysis results showed a professional development and self-efficacy path coefficient of 0.54 and a professional ethics and self-efficacy path coefficient of 0.69 (P<0.05) About 0.76 of the criterion variablechr(chr('39')39chr('39'))s changes (self-efficacy) can be explained with the “professional development” and “professional ethics” independent variables. Conclusion: Therefore, professional ethics and development have a significant correlation with physical education teachers’ self-efficacy, and their professional ethics and development should receive more attention.

Introduction: Professional ethics among teachers is considered very important, and therefore the purpose of this research is to present the model of professional ethics of physical education teachers in Iran. Material & Methods: In terms of purpose, the research is applied, and in terms of research method, it is descriptive-survey and cross-sectional. The statistical population of the research included all the professors, managers of the physical education department of the provinces, educational assistants of the departments and physical education teachers of the schools in the academic year 2022-2023, of which 483 people were selected based on the Cochran formula with the proportional sampling method. The required information was collected using a questionnaire. Kolmogorov-Smirnov test, one-sample t-test, exploratory and confirmatory factor analysis and SPSS and LISREL software were used for data analysis. Results: The findings of the research show that the components proposed in the research model are effective in explaining professional ethics in physical education teachers and the presented model has a suitable fit. Conclusion: The final model of professional ethics among physical education teachers consists of eight components: social responsibility, belonging to the scientific community, self-efficacy, scientific responsibility, respect for fairness and justice, legal ethics, environmental superiority and competitiveness, adherence to values and norms of the higher education system.