Predicting the Achievement Motivation of Physical Education Teachers in Zahedan Based on the Dimensions of the EFQM Organizational Excellence Model

Document Type : Research Paper

Authors

1 Master's degree student in sports management, Department of Sports Sciences, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran.

2 Assistant Professor of Sports managment, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran.

10.22111/jmr.2025.50692.6316

Abstract

Abstract
This research was conducted with the aim of predicting the achievement motivation of physical education teachers in Zahedan based on the dimensions of the EFQM organizational excellence model. The present study is applied in terms of purpose and descriptive-survey of correlational type in terms of execution method. The statistical population of the study consisted of 350 physical education teachers in Zahedan, from whom 184 were selected through stratified random sampling based on the Morgan table. Data were collected using the Deming Organizational Excellence Questionnaire (1990) and the Hermans Achievement Motivation Questionnaire (1970). For data analysis, Pearson correlation coefficient and stepwise regression tests were used with SPSS version 27. The present study showed that among the dimensions of the EFQM organizational excellence model, the two dimensions of "improvement" and "planning" play the greatest role in predicting the achievement motivation of physical education teachers in Zahedan, such that the improvement dimension explains 20/6% and the planning dimension explains 22/5% of the variance in achievement motivation. In contrast, the implementation and evaluation dimensions had no significant relationship with achievement motivation. Therefore, to enhance achievement motivation in this population, policies for continuous process improvement and reform, as well as strengthening organizational planning, are priorities. The results of this research will be useful for educational decision-makers in designing educational programs and policies aimed at increasing teacher effectiveness. The findings of this study can serve as a strategic basis for policy-making to improve educational conditions and enhance the level of teacher motivation in schools .
Introduction  
In the field of sports organization management, motivating individuals toward achieving excellence is a crucial component for success. Achievement motivation, which drives individuals to set and accomplish challenging goals, is especially significant for physical education teachers who play a pivotal role in shaping the next generation of athletes and fostering a culture of physical activity. Within this context, organizational excellence models such as EFQM provide structured frameworks to enhance performance and instill motivation through effective planning, Act initiatives, and systematic evaluation. This study aims to predict the achievement motivation of physical education teachers in Zahedan based on the dimensions of the EFQM Organizational Excellence Model. By exploring the relationship between organizational excellence and personal motivation, this research seeks to contribute to the growing body of knowledge that integrates sports education and organizational development. 
Case Study 
This study focuses on physical education teachers in the city of Zahedan, Iran, during the 2022-2023 academic year. Zahedan was chosen due to its unique socio-cultural context, which may influence both the organizational dynamics of schools and the individual motivations of educators. The participants, numbering 350 in total, represent diverse educational settings, providing a comprehensive view of the factors affecting achievement motivation within the region. Using a stratified random sampling method, 184 teachers were selected using stratified random sampling based on Morgan's table.
 Materials and Methods 
The research adopts a descriptive-correlational design with a predictive approach. Data were collected through two standardized questionnaires: 
1.Deming’s Organizational Excellence Questionnaire (1990): To assess the dimensions of the EFQM model, including planning, Act, DO, and Check. 

Hermans' Achievement Motivation Questionnaire (1970): To measure the level of achievement motivation among teachers.

The data were analyzed using Pearson correlation to identify relationships between variables and stepwise regression analysis to determine the predictive power of the EFQM model dimensions on achievement motivation. The methodology ensures reliability and validity through pilot testing and adherence to ethical guidelines. 
Discussion and Results 
The analysis revealed significant correlations between organizational excellence and achievement motivation. Specifically, the dimensions of planning and Act were strongly associated with higher levels of motivation among physical education teachers. Stepwise regression analysis further indicated that the Act and planning dimensions of the EFQM model significantly predict achievement motivation, explaining a substantial proportion of the variance. 
These findings highlight the importance of structured planning and continuous Act in fostering a motivational environment. Teachers who perceive their organizational context as supportive and growth-oriented are more likely to exhibit higher levels of achievement motivation, ultimately enhancing their performance and the quality of education they deliver. 
Conclusion 
This study underscores the critical role of organizational excellence in enhancing achievement motivation among physical education teachers. The results emphasize the need for educational policymakers and administrators to prioritize the dimensions of planning and Act within the EFQM framework. By focusing on these areas, schools can create an environment conducive to personal and professional growth, thereby advancing the goals of sports education and organizational development. 
Future research should explore the applicability of these findings in other regions and educational contexts, as well as examine the long-term impact of organizational excellence initiatives on teacher performance and student outcomes. 

Keywords

References

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