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Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
294
International Research Journal of Management Sciences. Vol., 2 (10), 294-300, 2014
Available online at http://www.irjmsjournal.com
ISSN 2147-964x ©2014
Effects of Professional Scientific Competitions on
Physical Education Teachers’ Abilities in Ardabil
Province
Hojjat Mardaneh Taleshmekaiel*, Hamid Janani, Amir Dana
Department of Physical Education, College of Human Science, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Corresponding Author: Hojjat Mardaneh Taleshmekaiel
ABSTRACT: The present research aimed at studying professional scientific competitions on physical education
teachers’ abilities in Ardabil province. Research method was of descriptive-survey type, with its statistical population
including all physical education teachers in Ardabil province (N=410). The volume of evaluated sample through
Morgan table was determined to be 258 individuals selected through stratified random method. Measuring tools
included personal features questionnaire and a 45-question researcher-made questionnaire on physical education
teachers’ abilities which studied aspects affecting physical education teachers’ abilities in five aspects of sense of
meaningfulness, sense of competence, sense of self-determination, and sense of reliability. Validity of questionnaires
was approved by professors and experts of sports management and their internal reliability was calculated as being 0.87
through Cronbach’s alpha coefficient and time reliability coefficient was calculated as being 0.94 through Pearson
correlation coefficient. In addition to statistics method, inference statistics, single-group t- and independent t-tests,
continual measuring variance analysis (F test), Freedman test and Pearson correlation coefficient test were used. Results
showed that in views of physical education teachers under study, empirical average of all components of, professional
scientific competitions effective on physical education teachers’ abilities were more than average (P<0.05) and sense of
reliability and sense of meaningfulness had greatest effect on abilities of physical education teachers in Ardabil
province, where the component of the sense of self-determination had the least effect. According to the results, there has
been an inverse meaningful relationship (P<0.05) between of Ardabil province’s physical education teachers’ ages
professional scientific competitions, and the extent of effect of professional scientific competitions on the sense of
effectiveness among women was meaningfully more than in men (P<0.05). Regarding teaching background and level of
education, there was no meaningful difference in increased abilities of physical education teachers (P>0.05).
Keywords: Ability, Service education, Physical education
INTRODUCTION
Generally, survival, durability and advancement of every society rely on efficiency and quality of education. Every
country needs ambitious and vigorous professors as one of the pillars of education, in order to educate their youngsters
within the standards of education system and prepare them for a better future (Emadzadeh, 1990). The objective of
education is to educate and train, and with respect to the means that it has, tries to create desirable changes in
individuals, to make their talents prosper and to help man reach his maximum excellence (Shiar, 1992). On the other
hand, education is among the most important organizations promoting sports and its effects within the society and
sports trainers in the front line of this organization are appointed with this endeavor. Ability of the staff is a new method
used by managers to increase productivity through increasing commitment of the staff to the organization and vice
versa. This valuable method creates balance between full control of managers and freedom of action for the staff.
Ability is a different way for individuals to interact with each other and its main objective is to change management
structure from a traditional and pyramid form to an interactive structure (Ameri et al., 2009). In service education for
the staff is doubtlessly one of the most important and most effective factors for improvement of organization’s affairs
and increasing their ability. In service education courses lead to deeper insight and discreetness, more knowledge and
more skill ability in human sources, and it is necessary for every society that thinks of development, to consider a
Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
295
desirable in service education program as top priority of their long and short-term plans. With emergence of such point
of view, issues like education quality and factors effective on human and school relations, motivating the teachers,
enhancing academic and practical level of physical education teachers, enhancing level of physical and skill readiness
of physical education teachers, enhancing academic level of physical education teachers and updating their knowledge,
promoting and strengthening performance of sports activities among physical education teachers, creating motivation
and enhancing level of happiness and freshness of physical education teachers, job satisfaction of the teachers, effective
man force, proper educational environment, etc. will improve (Bazzaz Jazayeri, 2005). In service education is among
the most important measures taken by education organization, which is responsible for updating general, academic, and
professional knowledge of the educational staff, in accordance with scientific changes and growth of educational
industries and changes in educational system. Regarding the importance of the issue of education and necessity of
development and improvement of human resources, training teachers as the top people in training the students is highly
essential, where the need for updating the information of individuals, especially those involved with students’ education
is felt more. In today world, teacher training is considered among first level interests from the point of view of national
interests (Sa’adat, 2007).
In his study, Zare’ (2006) examined the relationship between psychological factors of abilities of experts and
entrepreneurship of the country’s physical education organization. The results from data analysis showed that there is a
positive and meaningful relationship between … and entrepreneurship of physical education organization. Also,
psychological factors of ability in physical training organization were rated and it was determined that the highest rate
was associated to the sense of self-determination and the sense of reliability was placed third. Salmani Dastjerd et al.
(2007) conducted a study titled “relationship of in service education and self-efficiency of physical education teachers”.
Findings of the study showed that there is no meaningful relationship between self-efficiency of physical education
teachers and their participation in in-service education classes. Finally it can be concluded that in service education has
no effect on self-efficiency of physical education teachers. In a research entitled “a study of relationship between in
service education and factors effective on the staff man power efficiency (case study in Qom province gas
organization), Mostafavipour (2008) concluded that there is a positive meaningful relationship between the companies
in service education program and 4 factors (cooperation, organizational commitment, motivation and job recognition),
while there is no meaningful relationship between 4 other factors (innovation, job satisfaction, job related knowledge
and skill, positive attitude towards change). Finally, the study’s hypothesis of existence of a meaningful positive
relationship between Qom province gas organization’s in service education program and factors affecting the staff man
power was not approved. Generally, the results indicated necessity of revising educational plans of the company in
terms of some factors. Zahrayi et al. (2011) did a study entitled “the relationship between in service education and
abilities of Fars province physical education managers”. Results showed that there is a positive meaningful relationship
between in service education and abilities of the managers. Moreover, a positive and meaningful relationship was
observed between in service education programs and sub-scales of ability (sense of meaningfulness, sense of
competence, sense of self-determination, sense of effectiveness and sense of reliability). However, there was no
meaningful difference observed among teachers’ attitudes towards in service education in terms of gender. Therefore,
improvement in education conditions and correction of physical education teachers may lead to increasing their
abilities, and hence, may facilitate reaching organizational objectives. Uzunboyla (2007) conducted a study entitled
“teachers’ viewpoints about following in service education programs in North Cyprus” on 74 teachers working in
guidance schools, where 37 were male and 37 were female. These teachers participated in a 6-hour educational program
organized by Cyprus ministry of education. Results showed that there is a meaningful difference between teachers’
attitudes after participating in in-service education programs and utilizing computer and internet technology in order to
improve educational quality, better learning of educational experiences, and creating motivation to participate in in-
service education in teachers. That is, teachers participating in in-service education programs are more different with
those teachers who did not participate, and they showed better performance than before. This study also showed that
probably teachers’ participation in in-service education programs would improve their attitude to some extent; that all
teachers in this country would welcome in service education programs in order to get more familiar with new
technologies. Chiou (2010) conducted a research entitled “Investigating the effects of incorporating collaborative action
research into an in-service teacher training program”. Results of this study showed that conducting a collaborative
action research on in service teacher training program plays a significant role in teachers’ knowledge structure and it
helps their useful methods of practical teaching, and creates self-confidence in teaching English among them.
Paying attention to the process of planning in service education is the first and most important principle to achieve
the objective of physical education teachers’ ability. Although the notion of in service education has a background of
about a century, but practically it is not enjoying necessary coherence and dynamism, and it has been under special
attention only during the past few decades. Regarding that today there has been an understanding about undeniable role
of sports and physical education in the society and this framework has been applied to education too, physical education
teachers have a basic and key role in achieving this endeavor as a part of this system. It seems that the ministry of
education needs its teachers’ ability through conducting proper educational programs in order to survive and last. The
present study is intending to investigate the effect of in service education courses on physical education teachers’
Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
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abilities in Ardabil province, and answer the following question: Do in service education courses have an effect on
increasing abilities of physical training teachers?
METHODOLOGY
The present research is of applied type in terms of objective. Also, it is of descriptive type in terms of nature and
method, and a survey type research in terms of data collection method. The statistical population of this study includes
all physical education teachers who have been participating in in-service education programs including employed
(officially, contractual or contracting) in general bureau of education of Ardabil province in 2014, including 410
teachers where 208 were male and 202 were female. The statistical population of this study was selected through
stratified random method and their numbers were elected according to Morgan’s table of determining sample volume.
According to Morgan table, the number of statistical population for men was 129 individuals and similarly for women it
was calculated to be 129. The independent variant of this study was general in service education course and
professional in service education course and its dependent variant was physical education teachers’ ability which
included 5 sub-scale of: sense of meaningfulness, sense of competence, sense of self-determination, sense of
effectiveness, and sense of reliability. Content validity and formal validity were used in order to measure the validity of
measurement means of this study. In order to determine the validity, questionnaires were first sent to a number of
experts. Those were among university professors and researchers of the field of sports management. According to their
remarks, necessary amendments were applied on the questionnaire and the main questionnaire was designed. To
investigate the internal reliability of the questionnaire in this study, Cronbach’s alpha was used. Cronbach’s alpha
coefficient was calculated to be 0.87 for the whole questionnaire, 0.81 for questions of participation in general courses
of in service education, and 0.84 for questions of participation in professional courses of in service education.
Regarding that Cronbach’s alpha coefficient is bigger than standard figure of 0.7 we conclude that the questionnaire has
a good internal reliability. In this study, the following statistical methods were used for data analysis. Descriptive
statistical methods were used for calculation of average, standard deviation, frequency and percentages. For hypotheses
test, inferential statistics method was used after results obtained from Kolmogorov-Smirnov test (normalness
distribution) from single-group t-test to compare empirical and theoretical averages. Also for the relationship between a
selection of personal features (age, gender, teaching background, level of education, and field of study) with the ability
resulted from in service education courses (general-professional) Pearson correlation coefficient, independent t-tests,
continual measuring variance analysis (F test) were used, and Freedman test was used for rating effect of in service
education courses. Also Cronbach’s alpha test was used to calculate reliability coefficient (internal and time) of the
questionnaires.
RESULTS
Descriptive findings of this research showed that 50 percent of subjects were men and the rest were women. 144 of
them had BA degree. 97 percent of the participants had majored in physical education. Age average of the subjects of
the research was close to 34 years. The average of the subjects’ teaching background was close to 13 years.
Table 1. Descriptive table of effects of general in service education courses on ability of physical education teachers
sense of
meaningfulness
sense of
competence
sense of self-
determination
sense of
effectiveness
sense of
reliability
ability
Acceptable number
258
258
258
258
258
258
Average
3.87
3.90
3.92
3.91
3.78
3.87
Standard deviation
0.91
0.93
0.91
0.89
0.92
0.82
Minimum
1
1
1
1
1
1
Maximum
5
5
5
5
5
5
For the effect of general in service education courses on physical education teachers’ ability and its components, the
number of sample, average, standard deviation, minimum and maximum were calculated. In all components the scores
are variable in a range between 1 and 5. The average of sense of meaningfulness, sense of competence, sense of self-
determination, sense of effectiveness, and sense of reliability were 3.87, 3.90, 3.92, 3.91 and 3.78 respectively, and the
average of effectiveness of general in service education courses on physical education teachers’ ability is 3.87.
Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
297
Table 2. Descriptive table of effects of professional in service education courses on ability of physical education
teachers
sense of
meaningfulness
sense of
competence
sense of self-
determination
sense of
effectiveness
sense of
reliability
ability
Acceptable number
258
258
258
258
258
258
Average
3.92
3.99
4.01
3.97
3.85
3.95
Standard deviation
0.86
0.78
0.85
0.80
0.87
0.73
Minimum
2
2
2
2
1.67
2
Maximum
5
5
5
5
5
4.87
For the effect of professional in service education courses on physical education teachers’ ability and its components,
the number of sample, average, standard deviation, minimum and maximum were calculated. In four components the
scores are variable in a range between 2 and 5. The average of sense of meaningfulness, sense of competence, sense of
self-determination, sense of effectiveness, and sense of reliability were 3.92, 3.99, 4.01, 3.97 and 3.85 respectively, and
the average of effectiveness of professional in service education courses on physical education teachers’ ability is 3.95.
Table 3. The results of Freedman test for rating the effect of general in service education courses on components of
teachers’ ability
variant
N
Average
rate
Chi-squared
value
df
Sig.
sense of
meaningfulness
258
2.85
20.75
4
0.001
sense of competence
258
3.03
sense of self-
determination
258
3.20
sense of effectiveness
258
3.17
sense of reliability
258
2.74
According to results from table 3, Chi-squared value is 20.75, freedom degree is 4 and level of meaningfulness is 0.001.
Since the level of meaningfulness is less than 0.05, then we conclude that there is a meaningful difference between the
effects of general in service education courses on components of physical education teachers’ ability. The effect of
general in service education courses on components of physical education teachers’ ability is as follows from low to
high respectively:
Sense of reliability, sense of meaningfulness, sense of competence, sense of effectiveness, and sense of self-
determination.
Table 4. The results of Freedman test for rating the effect of professional in service education courses on components
of teachers’ ability.
Variant
N
Average
rate
Chi-squared
value
df
Sig.
sense of
meaningfulness
258
2.88
10.27
4
0.036
sense of competence
258
3.08
sense of self-
determination
258
3.17
sense of effectiveness
258
3.04
sense of reliability
258
2.84
According to results from table 4, Chi-squared value is 10.27, freedom degree is 4 and level of meaningfulness is 0.036.
Since the level of meaningfulness is less than 0.05, then we conclude that there is a meaningful difference between the
effects of professional in service education courses on components of physical education teachers’ ability. The effect of
professional in service education courses on components of physical education teachers’ ability is as follows from low
to high respectively:
Sense of reliability, sense of meaningfulness, sense of effectiveness, sense of competence, and sense of self-
determination.
Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
298
Table 5. The results of single-sample t-test for investigating the extent of effect of general in service education courses
on teachers’ ability and its components.
Variants
Number
Average
SD
t
df
Sig.
Average
of variants
difference
with test
value
Effect of general in service
education courses on ability
258
3.87
0.82
17.16
257
0.001
0.87
Effect of general in service
education courses on sense
of meaningfulness
258
3.87
0.91
15.38
257
0.001
0.87
Effect of general in service
education courses on sense
of competence
258
3.90
0.93
15.61
257
0.001
0.90
Effect of general in service
education courses on sense
of self-determination
258
3.92
0.91
16.20
257
0.001
0.92
Effect of general in service
education courses on sense
of effectiveness
258
3.91
0.89
16.26
257
0.001
0.91
Effect of general in service
education courses on sense
of reliability
258
3.78
0.92
13.50
257
0.001
0.78
As can be observed in table 5, the results of the hypotheses show that the result of general in service education courses
on physical education teachers’ ability and its components (sense of meaningfulness, sense of competence, sense of
self-determination, sense of effectiveness, and sense of reliability) is meaningful in terms of statistics.
Table 6. The results of single-sample t-test for investigating the extent of effect of professional in service education
courses on teachers’ ability and its components
Variants
Number
Average
SD
t
df
Sig.
Average
of variants
difference
with test
value
Effect of general in service
education courses on ability
258
3.95
0.73
20.95
257
0.001
0.87
Effect of general in service
education courses on sense
of meaningfulness
258
3.92
0.86
17.16
257
0.001
0.92
Effect of general in service
education courses on sense
of competence
258
3.99
0.78
20.53
257
0.001
0.99
Effect of general in service
education courses on sense
of self-determination
258
4.01
0.85
19.03
257
0.001
1.01
Effect of general in service
education courses on sense
of effectiveness
258
3.97
0.80
19.34
257
0.001
0.97
Effect of general in service
education courses on sense
of reliability
258
3.85
0.87
15.60
257
0.001
0.85
As can be observed in table 6, the results of the hypotheses show that the result of professional in service education
courses on physical education teachers’ ability and its components (sense of meaningfulness, sense of competence,
sense of self-determination, sense of effectiveness, and sense of reliability) is meaningful in terms of statistics.
Other results of this study showed that there is no meaningful relationship between age and ability resulted from
general in service education courses and its components with P=0.67 and r(258)=0.026. According to the results of
above table and with regards to the level of meaningfulness of t-test in error level of 0.05 it can be said that there is a
meaningful difference between the effect of general in service education courses on ability (t=-2.97, p≤0.05), sense of
Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
299
meaningfulness (t=-3.69, p≤0.05), sense of competence (t=-2.34, p≤0.05), sense of self-determination (t=-4.29, p≤0.05)
and sense of effectiveness (t=-2.39, p≤0.05) from the viewpoint of women and men, and the extent of effect of general
in service education courses on ability, sense of meaningfulness, sense of competence, sense of self-determination, and
sense of effectiveness is higher in viewpoints of women compared to those of men. According to the results and with
regards to the level of meaningfulness of t-test in error level of 0.05 it can be said that there is not a meaningful
difference between the effect of professional in service education courses on ability (t=-0.67, p≥0.05), sense of
meaningfulness (t=0.91, p≥0.05), sense of competence (t=-0.18, p≥0.05), sense of effectiveness (t=-1.31, p≥0.05) and
sense of reliability (t=-0.28, p≥0.05) from the viewpoint of women and men. While there is a meaningful difference
between the effect of professional in service education courses on sense of self-determination (t=-2.09, p≤0.05) from
the viewpoint of women and men and the extent of effect of professional in service education courses on sense of self-
determination is higher in viewpoints of women compared to those of men. According to the results of above table there
is no meaningful relationship between teaching history and ability resulted from general in service education courses
with P=0.05 and r(258)=0.11 and components of sense of meaningfulness with P=0.68 and r(258)=0.02, sense of self-
determination with P=0.15 and r(258)=0.08, and sense of reliability with P=0.18 and r(258)=0.08. According to the
results there is no meaningful relationship between the level of education and ability resulted from general in service
education courses with P=0.08 and r(258)=0.18 and components of sense of meaningfulness with P=0.59 and
r(258)=0.03, sense of competence with P=0.79 and r(258)=0.01, sense of self-determination with P=0.06 and
r(258)=0.11 and sense of effectiveness with P=0.21 and r(258)=0.07. Also there is no meaningful relationship between
the level of education and ability resulted from professional in service education courses with P=0.10 and r(258)=0.10
and components of sense of meaningfulness with P=0.63 and r(258)=0.02, sense of self-determination with P=0.09 and
r(258)=0.10, sense of effectiveness with P=0.06 and r(258)=0.11, and sense of reliability with P=0.63 and r(258)=0.03.
Also according to the results and with regards to the level of meaningfulness of t-test in error level of 0.05 it can be
said that there is not a meaningful difference between the effect of general in service education courses on ability (t=-
0.465, p≥0.05), sense of meaningfulness (t=0.783, p≥0.05), sense of competence (t=-1.592, p≥0.05), sense of self-
determination (t=0.690, p≥0.05), sense of effectiveness (t=-1.165, p≥0.05), and sense of reliability (t=0.748, p≥0.05)
from the viewpoint of physical education teachers and those of other fields of study.
DISCUSSION AND CONCLUSION
The purpose of this research was to investigate the effects of in service education courses (general-professional) on
physical education teachers’ ability. The participants of this study were all male and female physical education teachers
in Ardabil province, whereby from among them 258 were selected in stratified random method. Results showed that
general and professional in service education courses had a positive meaningful effect on physical education teachers’
ability and components of sense of self-determination and sense of effectiveness had more effect on physical education
teachers’ ability with higher average and level of meaningfulness compared to other components. The results also
showed that professional in service education courses had more effect on creating personal innovation in fulfillment of
job tasks, better decision-making about how to accomplish job tasks and obtaining independence in doing so, as well as
being confident about ones abilities, making sure about ones competences, and becoming skillful in accomplishing job
tasks of physical education teachers.
The results of this study showed that physical education teachers have achieved a high ability by participating in in-
service education courses (general and professional) and have empowered components of sense of self-determination,
sense of effectiveness, sense of competence, and sense of meaningfulness in them. Therefore in-service education
courses (general and professional) have been effective in increasing physical education teachers’ ability and have
increased components of ability (sense of self-determination, sense of effectiveness, sense of competence, sense of
meaningfulness, and sense of reliability). A correct planning for educating general and professional in service courses
may be effective in increasing physical education teachers’ ability. What can be inferred from this point of view is that
having powerful psychological factors (sense of meaningfulness, sense of competence, sense of self-determination,
sense of effectiveness, and sense of reliability) are among the most important features that physical education teachers
must have in order to achieve more ability and efficiency. The results of this study were in line with those of Lippin
(2001), Cheng (2005), Zare’ (2006), Naderi et al. (2007), Farajpour (2009), Nazemi et al. (2011), Zahrabi et al. (2011)
and Shahr Aeini (2011), where effectiveness of volubility of professional activities and meaningfulness of doing ones
job on the sense of meaningfulness and being sure about ones abilities, making sure about ones competences and
becoming skillful in accomplishing job tasks on the sense of competence, and creating personal innovation in
fulfillment of job tasks, better decision-making in how to accomplish ones job tasks on the sense of self-determination,
and manager’s support for teachers’ ability through in service education have been pointed out, while the role of
participating in in-service education courses (general and professional) has been reported as being an important factor
in success of physical education teachers’ ability.
Regarding that physical education teachers are cautious about all components of ability (sense of meaningfulness, sense
of competence, sense of self-determination, sense of effectiveness, and sense of reliability), the authorities ought to
consider all aspects of physical education teachers’ ability in improvement and advancement of physical education
Intl. Res. J. Manag. Sci. Vol., 2 (10), 294-300, 2014
300
teachers’ in service education classes. The results show that the extent of increase in physical education teachers’ ability
according to components of (sense of meaningfulness, sense of competence, sense of self-determination) is more than
other components, therefore components of (sense of meaningfulness, sense of competence, sense of self-
determination) should be paid attention to in all in service education classes. For future studies, it is recommended that
this research was done in general bureau of education of Ardabil province and in next studies, other general bureaus can
also be assessed. It is recommended for future researches to investigate the effects of such courses on other
psychological components such as self-efficiency.
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