The Effect of Ethical Leadership and Teamwork on the Empowerment of Physical Education Teachers

Background and Purpose
Educational organizations that possess capable, committed, skilled, and motivated teachers are better equipped to adapt to changing conditions and remain competitive in their respective fields. Empowerment is widely regarded as the most effective approach to distributing power among subordinates, as it fosters trustworthiness, high energy, pride, commitment, and self-confidence among teachers. This sense of empowerment increases teachers’ feelings of participation in organizational work, ultimately leading to improved performance and organizational outcomes (Ahadpour & Behrangi, 2019). Empowerment, conceptualized as a novel approach to cultivating internal motivation, involves unlocking the intrinsic potential of teachers while simultaneously providing the platforms and opportunities necessary for the development of their talents, abilities, and competencies. The process of empowerment begins with a fundamental shift in teachers’ beliefs, thoughts, and attitudes, whereby they come to believe in their own ability and competence to perform tasks successfully and feel that they have the power to influence and control job outcomes (Sadri Nobakht, 2013).
In the context of our society, it has been observed over several decades that teachers, particularly physical education teachers, strive to enhance their social status and maintain their dignity and respect by pursuing higher education at universities and specialized institutions. These teachers often work part-time as coaches in sports clubs and dedicate considerable effort during their free time and holidays to earn additional income and fulfill their academic and professional aspirations (Khalili et al., 1400).
 
 
 
Materials and Methods
The present research is applied in nature with descriptive and correlational objectives, employing a structural equation modeling approach to analyze the relationships among variables. The statistical population consisted of all physical education teachers in Lorestan province, totaling 1,170 individuals who were actively employed during the second half of the academic year 1402-1403. Based on the Karjesi-Morgan table (1970) and established inclusion and exclusion criteria, a random sample of 120 teachers was selected to participate in the study and complete the research questionnaires.
Three standardized questionnaires were utilized as data collection instruments: the Brown, Torino, and Harrison (2005) questionnaire, the Teamwork Questionnaire (2000), and the Psychological Empowerment Questionnaire developed by Wetten and Cameron (1998). To ensure the validity of these instruments, the opinions of twelve experts in sports management were solicited, leading to confirmation of face and content validity. A pilot study was conducted by distributing 30 questionnaires randomly among physical education teachers in Lorestan province to assess reliability. The Cronbach’s alpha coefficients for the research variables were 0.92 for moral leadership, 0.86 for teamwork, and 0.89 for empowerment, all exceeding the acceptable threshold of 0.7 and indicating strong reliability.
Data analysis was performed using factor analysis and structural equation modeling techniques to test the research hypotheses and examine the relationships among moral leadership, teamwork, and empowerment.
 
Findings
The demographic distribution of the respondents revealed that the majority were male (57%). The most frequent age group was between 36 and 40 years old, comprising 34% of the sample, while the most common range of work experience was between 11 and 20 years, accounting for 41% of participants. Descriptive statistics for the main research variables indicated that the mean and standard deviation for moral leadership were 13.11 and 4.52, respectively. For teamwork, the mean was 9.77 with a standard deviation of 2.32. Empowerment had a mean score of 24.29 and a standard deviation of 3.84.
Structural equation modeling analysis demonstrated that both moral leadership and teamwork have significant positive effects on the empowerment of physical education teachers. The path coefficients derived from the analysis confirmed that moral leadership exerts a substantial influence on the collective dynamics of physical education teachers, enhancing their sense of empowerment and engagement.
 
Discussion and Conclusion
The ability and capacity of human resources constitute the most critical factors for the survival and vitality of any organization. Capable and empowered human resources create a powerful and resilient organization. Furthermore, individuals working collaboratively in groups can achieve outcomes that surpass the capabilities of independent efforts. In educational settings such as schools and colleges, the ability to work effectively in group environments is often regarded as a fundamental skill to be learned and developed.
Group communication facilitates the sharing of extensive experiences and skills among teachers, akin to professional counseling, which enhances their collective abilities. The synergy derived from effective teamwork removes barriers to growth, fosters commitment to organizational goals, encourages risk-taking, creativity, and innovation, and empowers individuals to solve problems, increase responsibility, and eliminate fear. Physical education and sports teachers, due to their physical and mental abilities as well as their sportsmanship spirit, are particularly well-positioned to perform these roles and tasks effectively, provided that supportive conditions are in place alongside cooperation from managers and students.
Among various leadership and management styles, ethical leadership stands out as having significant capacity and potential to increase productivity and effectiveness within schools. Ethical leaders provide encouraging feedback for positive and ethical behaviors while discouraging negative behaviors, thereby directing available capacities toward higher organizational effectiveness. Leaders who base their actions on moral values and principles have a profound impact on the energy and motivation of their followers, leaving a lasting legacy of empowered teachers.
Ethical leaders, through their fair and humane attitudes, create the foundation for empowering individuals using diverse approaches, playing a fundamental role in guiding employees toward the achievement of organizational goals. Based on these insights, it is recommended that educational managers create the necessary conditions for empowering teachers by granting them greater independence and freedom in their professional actions. Allowing teachers to participate actively in decision-making processes helps them feel competent and meaningful in their roles, providing fertile ground for the emergence of their talents and creativity. Moreover, creating opportunities for teachers to engage in group work further strengthens their empowerment and professional development.
Article Message
Officials within the Ministry of Education should prioritize the promotion of ethical leadership at all levels of management and work diligently to establish the necessary conditions for teacher empowerment. This can be achieved through the delegation of authority, active involvement of teachers in decision-making processes, and the strengthening of teamwork within educational institutions. Such efforts are essential to enhancing teachers’ motivation, job satisfaction, creativity, and overall effectiveness. However, these objectives will only be fully realized if serious attention is also given to the economic welfare and livelihood of teachers. Respecting teachers’ dignity, ensuring job security, and improving their financial conditions are indispensable complements to empowerment policies. These factors are key to sustaining and successfully implementing quality improvement programs in schools.