علی افسای

The purpose of this research is to design a mentoring model to manage the career paths of physical education teachers. The current research method is a sequential exploratory mixed model (qualitative-quantitative). In the qualitative section, based on coding, a theoretical model is explained. In the quantitative part, the descriptive research method is of correlation type and field implementation method. In order to review and formulate the model, the method of theory arising from the data was used in a systematic way attributed to Strauss and Korben (۱۹۹۰). The statistical population includes all professors and experts in sports management and experts in the field of education and physical education, some physical education teachers with doctoral education, as well as selected managers of education and physical education who have management experience of more than ۵ years. and master's and doctorate education; These people were selected for qualitative interviews in the research topic (۲۲ people and continued until theoretical saturation). The statistical population of the quantitative part of the research is the physical education teachers of all three levels of education for girls and boys. According to Morgan's table, ۳۹۰ people were selected as samples. In the quantitative part, a researcher-made questionnaire taken from the qualitative part was used. Structural equation method using Smart-PLS software was used to analyze the model. The research results showed that; The categories were defined in the form of ۱۶۶ conceptual codes and in the heart of the ۶ dimensions of the paradigm model (causal conditions (mentor characteristics, mentee characteristics and economic status), background conditions (prerequisites for mentoring implementation, requirements for mentoring implementation) , institutional headquarters capacities and departmental and operational capacities), intervening factors (structural, behavioral and occupational challenges), strategies (improving mentoring implementation capabilities, participation of teachers and principals, participation of mentors, participation of managers and experts, Mentoring executive process strategy and mentoring functional content strategy), mentoring consequences (individual and organizational consequences) and the main phenomenon including before the implementation of the mentoring program, during the implementation of the mentoring program, after the implementation of the mentoring program and the way of conducting mentoring sessions) were placed.