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The impact of professional ethics of physical education teachers on their psychological well-being with the role of mediator’s self-efficacy

Document Type : Research Paper

Authors

1 Ph.D. of Sport Managment, Farabi Campus University of Tehran, Qom, Iran

2 Ph.D. Student of Sport Managment, Farabi Campus University of Tehran, Qom, Iran

3 Assistant Professor, Farabi Campus University of Tehran, Qom, Iran

Abstract

Achieving the goals of physical education in schools requires a happy teacher with psychological well-being, Hence the aim of this study was to examine The impact of professional ethics of sports teachers on their psychological well-being with the role of mediator’s self-efficacy. The research method was descriptive-correlational, which was done using structural equation method. The statistical population of the study consisted of all Shiraz physical education teachers, which included 611 people that the sample size was determined by krejcie and Morgan table equal to 240. finally, after the distribution and collection of data, 282 questionnaires were used for analysis. The data gathering tool was a standard questionnaire in the field of study that validity and reliability were confirmed. Data analysis was carried out at two levels of descriptive statistics and inferential statistics using SPSS, smart Pls and Lisrel software. The findings indicated that professional ethics had a direct impact on self-efficacy and psychological well-being, and professional ethics also indirectly influenced psychological well-being through self-efficacy. According to the findings, the professional ethics of physical education teachers, through increased self-efficacy, lead to the development of their psychological well-being and education officials in order to increase the psychological well-being of sports teachers, they must specialize in institutionalizing their professional ethics.

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References
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Research on Educational Sport
Volume 9, Issue 22 - Serial Number 22
June 2021
Pages 139-162
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History
  • Receive Date: 29 April 2019
  • Revise Date: 25 September 2019
  • Accept Date: 29 September 2019
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