Identification and Prioritization of Key Indicators of Effective Teaching in Practical Physical Education Courses: A Mixed-Methods Approach

Abstract

Purpose: The purpose of this study was to identify and prioritize the key indicators of effective teaching in practical physical education courses and to develop a comprehensive model of the dimensions and components influencing teaching quality using a mixed-methods approach.

Methodology: This study employed an exploratory sequential mixed-methods design and was conducted in Tehran in 2019. In the qualitative phase, 18 university faculty members, physical education specialists, and experienced instructors were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding procedures. In the quantitative phase, 312 physical education teachers and instructors were selected using multistage cluster sampling. A researcher-developed questionnaire based on the qualitative findings was used for data collection. Construct validity was assessed through confirmatory factor analysis, while reliability was examined using composite reliability measures. The Analytical Hierarchy Process (AHP) was applied to prioritize the identified indicators.

Findings: Qualitative analysis identified seven major dimensions of effective teaching, including professional teacher competencies, instructional skills, practical classroom management, educational communication and interaction, performance assessment, teacher personality characteristics, and educational environment and facilities. Confirmatory factor analysis demonstrated that all dimensions had satisfactory and significant factor loadings and that the proposed model exhibited an acceptable fit (SRMR=0.054, NFI=0.931, GOF=0.647). The coefficient of determination (R²=0.712) indicated a high explanatory power of the identified dimensions in predicting effective teaching. The prioritization results revealed that professional teacher competencies ranked first with a weight of 0.248, followed by instructional skills (0.214) and practical classroom management (0.181).

Conclusion: The findings indicate that effective teaching in practical physical education courses is a multidimensional construct primarily influenced by teachers’ professional competencies, instructional skills, and classroom management abilities. Therefore, improving the quality of physical education instruction requires greater emphasis on professional development, pedagogical training, and managerial competence among teachers. The proposed model provides a useful framework for teacher evaluation, educational planning, and policy development in physical education.