Relationship Model of Job Resources and Job Demands with the Motivation of Physical Education Teachers in Khorasan Razavi

Background and Purpose
Physical education within schools constitutes a fundamental component of primary education, playing a pivotal role in fostering comprehensive development and physical literacy among youth. The quality of classroom instruction in physical education is crucial for achieving these educational objectives. In recent years, there has been a growing concern about the increasing prevalence of mental health issues and declining physical fitness levels among adolescents worldwide. These concerning trends emphasize the urgent need to prioritize the advancement of physical education programs in schools to effectively address these pressing challenges. Only through a focused and appropriate emphasis on physical education can educational environments be cultivated that reverse the negative trends in student physical health and promote lifelong healthy habits.
Motivated physical education teachers are indispensable in this process, as they are responsible for imparting the knowledge, skills, and attitudes necessary for students to adopt and maintain active lifestyles throughout their lives. Previous research has underscored the significant influence of environmental factors on the motivation levels of physical education teachers, alongside the critical impact of job characteristics. These job characteristics are commonly classified into two broad categories: job demands and job resources. Job demands refer to the physical, emotional, and cognitive requirements placed upon teachers, which can potentially lead to stress and reduced motivation if excessive. Conversely, job resources encompass the physical, organizational, and social factors that facilitate teachers' ability to perform their duties effectively and maintain high motivation levels.
The present study aims to investigate the complex relationship between job resources, job demands, and the motivation of physical education teachers in Khorasan Razavi province. By understanding how these factors interact, this research seeks to provide insights that can inform policies and practices to enhance teacher motivation and, consequently, improve the quality of physical education delivered in schools.
 
Methods
The study utilized a descriptive-correlational research design, employing structural equation modeling (SEM) to analyze the relationships among the variables of interest. The statistical population consisted of all physical education teachers working at various educational levels in Khorasan Razavi province during the 2020–2021 academic year, totaling 2,074 individuals, including 1,099 men and 975 women. The required sample size was calculated using G-Power software, resulting in a target of 200 participants to achieve adequate statistical power.
To ensure representativeness across the province, cluster sampling was employed. The province was divided into five geographical regions, and two cities were selected from each region: Mashhad and Neyshabur, Torbat-e Jam and Sarakhs, Sabzevar and Bardaskan, Daragaz and Quchan, and Gonabad and Khaaf. A total of 250 questionnaires were distributed, with 105 administered in person and 145 electronically. Ultimately, 200 completed questionnaires were collected and included in the analysis, comprising 116 women and 84 men.
Data collection was conducted using the Chang (2016) questionnaire, which assesses job resources, job demands, and work motivation. The instrument includes four main sections: demographic characteristics (such as gender, age, education level, teaching level, work experience, workplace, and marital status); physical job resources (three items) and organizational job resources (seven items); physical job demands (four items), emotional job demands (seven items), and cognitive job demands (four items); and work motivation (nineteen items). The questionnaire’s face and content validity were confirmed by ten experts in sports management, and its reliability was established through Cronbach’s alpha coefficients: 0.75 for job resources, 0.79 for job demands, and 0.84 for work motivation.
Data analysis was performed using SEM with Partial Least Squares (PLS) software, enabling the examination of complex relationships among latent variables and the testing of the proposed hypotheses.
 
Findings
The demographic characteristics of the respondents revealed that 42% were male and 58% female. The age distribution indicated that 10% were under 26 years old, 40% were between 27 and 34 years old, 26% were between 35 and 42 years old, 20% were between 43 and 50 years old, and 4% were over 50 years old. Regarding educational attainment, 5% held an associate degree, 36% had a bachelor’s degree, 56% possessed a master’s degree, and 3% held a doctorate. In terms of marital status, 32% were single and 68% were married.
The analysis of job demands revealed that the mean score for physical education teachers in Khorasan Razavi was 3.32 on a five-point Likert scale, indicating a moderate level of job demands. The mean motivation score was 3.04, reflecting an average level of willingness to perform their professional duties. The mean score for job resources was 2.69, which is below the average, suggesting that teachers in the region have inadequate access to necessary job and organizational resources.
Structural equation modeling and path analysis confirmed the robustness of the proposed model, demonstrating acceptable reliability and validity measures, including an R-squared value of 0.36, a Q-squared value of 0.39, a Goodness of Fit (GOF) index of 0.44, and a Standardized Root Mean Square Residual (SRMR) of 0.07. These indices collectively indicate the quality and fit of the structural model.
The findings revealed that both physical and organizational job resources exerted a significant positive effect on the motivation of physical education teachers. This suggests that when teachers perceive sufficient support in terms of physical tools, organizational policies, and social resources, their motivation to perform effectively increases. Conversely, physical and emotional job demands were found to have a significant negative effect on motivation, indicating that excessive workload, emotional strain, and physical pressures diminish teachers’ enthusiasm and commitment. Interestingly, cognitive job demands did not show a statistically significant impact on motivation, which may suggest that mental workload or intellectual challenges are less influential in this context.
 Conclusion
The results of this study underscore the critical role of job resources in enhancing the motivation of physical education teachers in Khorasan Razavi province. Job resources, encompassing physical, organizational, and social aspects, serve as facilitators that enable teachers to achieve their work-related goals. These resources not only mitigate the adverse effects of job demands but also provide motivational support that leads to higher engagement, reduced burnout, and improved job performance. Job resources operate at multiple levels, including organizational factors such as salary and career advancement opportunities; interpersonal support from supervisors and colleagues; work design elements like role clarity, effective internal communication, and participation in decision-making; and specific task-related factors such as skill utilization and performance feedback.
On the other hand, the study revealed a significant negative relationship between physical and emotional job demands and teacher motivation. Physical demands such as insufficient time for lesson preparation, the need to compensate for inadequate teaching equipment, managing disruptions caused by shared resources, and handling non-teaching responsibilities contribute to increased stress and reduced motivation. When physical education teachers are preoccupied with meeting these demands, their ability to focus on delivering quality instruction diminishes, leading to decreased motivation to implement effective educational programs.
Based on these findings, it is imperative for educational administrators and policymakers to enhance job resources available to physical education teachers while simultaneously managing and reducing excessive job demands. This dual approach can foster a more supportive work environment that promotes teacher motivation, satisfaction, and ultimately, improved educational outcomes for students.
Article Message
The central message of this article is that adequate job resources, including physical, organizational, and social support, significantly enhance motivation among physical education teachers. Conversely, higher levels of physical and emotional job demands reduce their motivation. Therefore, improving job resources and effectively managing job demands are essential strategies to boost teachers’ engagement, performance, and job satisfaction, which in turn will positively impact the quality of physical education in schools.