The purpose of the present study was to investigate mental health status in PHYSICAL EDUCATION TEACHERS (PET) and non-PHYSICAL EDUCATION TEACHERS (NPET) based on demographic characteristics. 403 TEACHERS consisting of 105 PETs and 298 NPETs from West Azerbaijan province were selected by multiphase cluster sampling method and completed mental health inventory (MHI). The results of the study revealed that PETs scored higher in psychological well - being than NPETs. Male TEACHERS (PETs and NPETs) had higher scores in psychological well - being and lower scores in psychological distress than female TEACHERS. Having a second job was negatively associated with psychological well-being in both PETs and NPETs. Married TEACHERS showed lower psychological well - being than single TEACHERS. Employed TEACHERS had higher scores in psychological well - being than non-employed TEACHERS. Male TEACHERS who had an employed spouse showed lower psychological well - being than male TEACHERS who had a non-employed spouse. No significant association was found between number of jobs, marital status, and employment status with psychological distress.

Teacher factors encompass the TEACHERS’ cognitive and affective characteristics that are likely to affect their instructional efficacy. Language teacher immunity is one of the affective factors that determines the TEACHERS’ psychological well-being in their settings. The present study strived to itemize the factors in novice and experienced EFL instructors’ teacher immunity philosophy. To this end, first, the researchers used convenience sampling for selecting 62 EFL TEACHERS including 38 novice and 24 experienced TEACHERS at ten prominent language institutes in Tabriz (Iran) as the participants. Second, they conducted 30-minute interviews with the participants for determining the factors that influenced their TI philosophy using a researcher-developed semi-structured interview protocol. Lastly, they used thematic analysis in order to particularize the main factors in their teacher immunity philosophy. The findings of the study indicated that while the novice TEACHERS considered external support as the main factor in their philosophy, the experienced TEACHERS regarded their internal strength as the decisive factor that influenced their teacher immunity philosophy. The findings may have practical implications for teacher EDUCATION courses in foreign language contexts.

The aim of this research was to identify PHYSICAL EDUCATION TEACHERS’ deviant behaviors by mix method. Qualitative data were collected from 17 experts using depth interviews, that analyzed by using directed content analysis technique. The 38 generated code categorized in 17 families, 12 super family and four dimensions based on Robinson and Bennett (1995) typology of deviant workplace behavior. This four dimension was professional commitment deviance, property deviance, personal deviance and political deviance. In quantitative phase, 97 PHYSICAL EDUCATION TEACHERS completed the researcher made questionnaire with online. The result of one sample T-test in super family level showed nine themes out of 12 have mean above three and only three of the themes are less than three. Also, professional commitment deviance and property deviance were moderate, and, personal deviance and political deviance were above the average. Findings can be used in corrective actions with deviant behavior of PHYSICAL EDUCATION TEACHERS.

PHYSICAL EDUCATION and sports are an important part of the school curriculum and the process of educating students, and the observance of the principles of professional ethics by sports TEACHERS is considered essential to the quality of EDUCATION; Therefore, the purpose of this study was to design a professional ethics model for PHYSICAL EDUCATION TEACHERS, which was done with a qualitative method based on basic theory (with Charms constructivist approach. (The statistical population of the study included experts in the field of ethics and sports. To select the interviewees, purposeful sampling based on the theoretical method was used to select the sample. Skinner et al. 's criteria were used to assess the validity of the instrument and retest reliability was used to assess the reliability. The data analysis process was based on three stages of initial or open coding, centralized coding and theoretical coding. Finally, the professional ethics model of PHYSICAL EDUCATION TEACHERS was formed at three levels, including the factors affecting professional ethics, levels of professional ethics and its consequences.

The purpose of this study was to evaluate PHYSICAL EDUCATION TEACHERS' performance assessment system in order to remove some of the shortcomings. For this purpose, 310 P.E. TEACHERS were selected by random cluster sampling, and their performance assessment forms were investigated. In order to study the reliability of assessment factors, assessment error, and the relationship among assessment factors and to compare differences among the TEACHERS, Cronbach’s alpha coefficient, one-sample Kolmogorov-Smirnov test, Mann-Whitney U and Pearson Correlation tests at P£0.05 were used. The results indicated that the reliability of P.E. TEACHERS’ assessment factors was 0.16 for two main factors (performance & process factors) which was very weak. The errors of performance assessment showed that the examiners made softness and leniency errors. There was a significant correlation between performance and process factors (r=0.11, P£0.05), however, the correlation was not too sufficient to omit one of the factors. The correlation between final score of P.E. TEACHERS' performance assessment and performance and process factors were 0.56 and 0.85 respectively, which were significant (P£0.01). This significance also indicates that each assessment factor evaluates the TEACHERS properly. The correlation between the P.E. TEACHERS' assessment scores, and level of encouragement and improvement were 0.036 and 0.028 respectively, which were not significant. The P.E. TEACHERS also were not encouraged and improved for the scores they achieved. There was no significant difference in scores of performance assessment between male and female P.E. TEACHERS, and they were equally encouraged and improved. The difference in the scores of performance assessment between junior-high and high schools was significant, and junior-high school TEACHERS received higher grades. However, there was no significant difference between these two groups in encouragement and improvement factors

This study concerns studying the components of TEACHERS' communication skills in teaching PHYSICAL EDUCATION. To start with, a comprehensive review has been conducted to attain the conceptual model of teaching communication skill. Moreover, the given model has been revised by an expert panel into a Farsi questionnaire. Next, the questionnaire was submitted to the subjects of the study to be filled out. In order to gain the explanatory factor analysis, the responses were fed into SPSS 23 and the reliability of the questionnaire has also been computed as 0. 774. After that the output of EFA from SPSS was fed into LISREL 8. 8 software to achieve the confirmatory factor analysis. The CFA upshot revealed three most important factors in PA TEACHERS' communication skills as follows: Expression, conversation management and attention. As a final notion, it has been confirmed how to express what a PA teacher really means is considered as the most effective factor in PA TEACHERS' communication skills.

Background: PHYSICAL EDUCATION (PE) plays a crucial role in fostering an enjoyment of PHYSICAL activity (PA) and developing PHYSICAL literacy in students. This, in turn, contributes to lifelong health and well-being. Aim: The study explored the association between TEACHERS’ perceived PHYSICAL literacy, students' enjoyment of PA, and PHYSICAL literacy. This was done by investigating the mediating role of TEACHERS' self-efficacy in teaching PE. Materials and Methods: The sample included 40 PHYSICAL EDUCATION TEACHERS and 100 students in 7 to 9 grades of secondary EDUCATION, totaling 140 participants. The TEACHERS completed the PHYSICAL EDUCATION TEACHERS' Perceived PHYSICAL Literacy Instrument (PPLI) and Teacher Self-Efficacy Scale (TSES). In contrast, the students completed the PHYSICAL Activity Enjoyment Scale (PACES) and Adolescent PHYSICAL Literacy Questionnaire (APLQ). Results The results from the structural equation modeling confirmed the model's fit and showed that TEACHERS’ perceived PHYSICAL literacy and self-efficacy have a direct and positive relationship with students' enjoyment of PA and PHYSICAL literacy. Additionally, TEACHERS' self-efficacy indirectly mediated the relationship between TEACHERS’ perceived PHYSICAL literacy and students' enjoyment of PA and PHYSICAL literacy. Conclusion: The results underscore the importance of TEACHERS' perceived PHYSICAL literacy in fostering positive student outcomes concerning PA by mediating the role of teaching self-efficacy.

The current research was designed and implemented with the aim of designing a model for the development of communication literacy of PHYSICAL EDUCATION TEACHERS. The current research was mixed in terms of the practical purpose and the method of data collection. The statistical community of the qualitative part of this research was made up of elites and experts knowledgeable about the subject of the research, and in the quantitative part; Also, the statistical population included PHYSICAL EDUCATION TEACHERS of Hamadan city. The tools of the current research included questionnaires and semi-structured interviews. In order to review the data of the qualitative part, coding according to the foundation data method based on the Strauss and Corbin approach was used, and in the quantitative part, the method of structural equations was used. All data analysis process of this research was done in SPSS version 20 and Smart PLS version 2 software. Also, the results showed that the strategies of this field include managerial, social and occupational strategies. The research results showed that in order to develop communication literacy among PHYSICAL EDUCATION TEACHERS; There is a need to create background factors including the development of individual, environmental, nature, technology, EDUCATIONal and management issues. Also, the implementation of this model can have personal, occupational and social consequences. Therefore, in order to develop communication literacy, serious activities should be carried out, including enriching in-service courses based on communication literacy, creating advisory chairs, and also creating job guidelines to develop communication literacy of PHYSICAL EDUCATION TEACHERS.