Developing a Conceptual Framework of Effective Factors in the Professional Development of Physical Education Teachers with an Emphasis on Psychological Empowerment

Background and Purpose
Physical education (PE) has long been recognized as a foundational pillar of formal education systems across the globe, playing a critical role in nurturing the physical, mental, and emotional well-being of students. The significance of PE extends far beyond the mere acquisition of physical skills; it is instrumental in achieving broader educational objectives and equipping students with competencies essential for lifelong health and success (Salsbili, 2014). However, the effectiveness of physical education programs is inextricably linked to the empowerment and professional development of PE teachers. Experts in the field consistently highlight that effective PE instruction requires educators who are not only skilled and knowledgeable but also psychologically empowered to navigate the complex and dynamic educational landscape (Chen, Xu, Mason et al., 2016).
Central to this discourse is the concept of psychological empowerment, which Zimmerman (1995) defines as a process that involves unlocking individuals’ internal potential by providing opportunities for growth, autonomy, and meaningful engagement. Psychological empowerment has profound implications for teachers, influencing their job satisfaction, organizational commitment, teaching effectiveness, and personal development (Menon, 1999; Spritz, 1995). When teachers experience empowerment, they are more likely to feel confident in their professional competencies, exercise autonomy in decision-making aligned with organizational goals, and pursue meaningful objectives that resonate with their personal and professional aspirations (Matthew & Nair, 2022). These qualities collectively enhance their capacity to create inclusive, engaging, and impactful learning environments that foster student growth and achievement (Safri et al., 2016).
For physical education teachers, empowerment is not merely a desirable attribute but an essential prerequisite for fulfilling their unique role in promoting physical activity, healthy lifestyles, and holistic student well-being (Bassa, Hasti, Rosado et al., 2021). Despite the growing recognition of its importance, there remains a significant gap in the literature regarding systematic approaches to enhancing psychological empowerment among PE teachers. The present study seeks to address this theoretical and practical gap by developing a comprehensive conceptual framework and mechanism model aimed at promoting psychological empowerment in PE teachers. The ultimate goal is to contribute to their professional development and, by extension, to the overall success and sustainability of physical education programs.
 
Materials and Methods
This research adopted an exploratory, applied, and qualitative methodology to construct a robust mechanism model for the psychological empowerment of PE teachers. The study employed semi-structured, in-depth interviews with a targeted sample comprising university-educated specialists, experienced PE teachers, educational experts, and executive directors. The sampling strategy was both purposeful and criteria-based, ensuring a diverse and representative range of perspectives from individuals with substantial expertise in physical education and sports sciences.
Data analysis was conducted using thematic analysis, a rigorous qualitative technique involving multiple stages of coding, sorting, and categorization. The analytical process began with the identification of open codes derived from the interview transcripts. These codes were then systematically grouped into sub-themes, which were subsequently organized into broader main themes. This iterative and reflective approach ensured a nuanced and comprehensive understanding of the multifaceted factors contributing to PE teacher empowerment.
Through this process, a total of eleven sub-themes were identified and organized into four overarching main themes: the nature of psychological empowerment, fundamental factors of empowerment, facilitating factors of empowerment, and the consequences of psychological empowerment.
 
Findings
The study revealed a comprehensive framework for understanding and promoting psychological empowerment among physical education teachers. Psychological empowerment emerged as a multidimensional construct, encompassing several interrelated dimensions that collectively shape teachers’ professional experiences and outcomes.
First, the dimension of self-efficacy was highlighted as a core component, reflecting teachers’ confidence in their ability to perform their professional responsibilities successfully. Closely related to this is the sense of competence, which pertains to teachers’ perceptions of possessing the requisite skills and knowledge necessary for their roles. The dimension of influence was also deemed critical, as it captures teachers’ capacity to impact decision-making processes and outcomes within their schools and educational communities. Finally, the sense of meaningfulness was identified as a vital element, representing teachers’ belief that their work is valuable and aligned with both their personal values and broader professional goals.
The study further identified two fundamental factors that serve as prerequisites for psychological empowerment. The first is teacher characteristics, which include attributes such as professional competence, self-confidence, adaptability, and resilience. These personal qualities enable teachers to navigate challenges and capitalize on opportunities for growth. The second fundamental factor is organizational characteristics, encompassing supportive school cultures, leadership styles that foster collaboration, and institutional policies designed to promote teacher autonomy and professional development.
Facilitating factors were also recognized as crucial enablers of psychological empowerment. Among these, opportunities for professional development were emphasized as essential for continuous skill enhancement and staying abreast of best practices in physical education. The provision of adequate resources and facilities—including teaching materials, infrastructure, and financial support—was identified as another key facilitator. Additionally, executive affairs and school management practices, such as participatory decision-making processes, equitable workload distribution, and administrative policies that prioritize empowerment, were found to significantly influence teachers’ psychological empowerment.
The consequences of psychological empowerment were observed at both the personal and professional levels. On a personal level, empowered teachers reported improved well-being, characterized by better mental health, higher job satisfaction, and a more balanced work-life dynamic. Professionally, psychological empowerment was associated with enhanced teaching effectiveness, enabling teachers to engage students more effectively, foster inclusive learning environments, and adapt instructional methods to meet the diverse needs of students.
Importantly, the findings underscore the interconnected and holistic nature of psychological empowerment. Rather than being a static or one-dimensional process, psychological empowerment arises from the dynamic interplay of individual, organizational, and contextual factors. A comprehensive approach that integrates these dimensions is essential for fostering an environment in which PE teachers can thrive and deliver high-quality instruction.
 
Conclusion
The research concludes that promoting psychological empowerment among physical education teachers requires a systematic and multifaceted approach. Both fundamental and facilitating factors must be addressed in tandem to create a supportive environment where teachers feel empowered to excel in their professional roles. Key recommendations emerging from this study include the design and implementation of targeted professional development programs that focus on enhancing self-efficacy, competence, and autonomy. Establishing supportive organizational cultures that prioritize teacher well-being and engagement is equally important. Providing adequate resources—such as teaching materials, infrastructure, and financial support—ensures that teachers have the tools they need to succeed. Furthermore, fostering collaborative and participatory decision-making processes within schools can strengthen teachers’ sense of influence and ownership over their work.
Psychological empowerment should not be viewed solely as a theoretical construct but as a practical and actionable strategy for improving the quality and sustainability of physical education programs. Empowered teachers are better equipped to inspire and engage students, promote health and wellness, and contribute meaningfully to the broader educational goals of society. This study fills a critical gap in the literature by proposing a conceptual framework and mechanism model for PE teacher empowerment, offering actionable insights for policymakers, educators, and school administrators. By investing in the psychological empowerment of PE teachers, educational systems can unlock their full potential, improve educational outcomes, and pave the way for healthier, more active generations.
Future research should explore the implementation and impact of this framework across diverse educational contexts and refine strategies for teacher empowerment through longitudinal and comparative studies.
 Article Message
This article underscores the pivotal role of psychological empowerment in the professional development of physical education teachers. Through a qualitative research approach, the authors present a comprehensive conceptual framework that identifies the key factors influencing psychological empowerment, including individual attributes, supportive organizational cultures, opportunities for professional development, and the provision of adequate resources. The positive outcomes of empowerment—such as increased job satisfaction, teaching effectiveness, and psychological well-being—are highlighted as essential for achieving high-quality physical education instruction and broader educational goals. The article concludes by recommending that policymakers and educational leaders systematically invest in the psychological empowerment of PE teachers, thereby creating an environment in which they can thrive both professionally and personally.