Educational Behavior and Its Relationship to Organizational Agility among Physical Education Teachers from the Perspective of Specialized School Principals

Abstract

Educational programs in the field of sports have increasingly attracted the attention of educational institutions seeking effective approaches to achieving their institutional goals, vision, and mission. Particular emphasis is placed on physical education classes, especially within higher education institutions, which strive to foster initiative and encourage the development of scientific research methods in order to prepare a generation of students capable of keeping pace with ongoing developments and contributing to the achievement of broader educational objectives. The research problem stems from the importance of educational behavior as a key component of physical education instruction and as a contemporary approach that enables teachers to manage lessons through a systematic and sequential organization of activities. Such an approach can help reduce the time and effort required for instruction while enhancing teachers’ personal capabilities and developing the skills necessary to fulfill their objectives and professional responsibilities. Accordingly, this study aimed to construct a scale for assessing educational behavior among physical education teachers from the perspective of specialized school principals and to develop a scale for assessing organizational agility among physical education teachers from the same perspective.