Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Explaining Students’ Social Skills Through Physical Education Teachers’ Professional Ethics: The Mediating Role of Teacher–Student Relationships

Document Type : Original Article

Authors
Esmat Sharifi 1
Leyli safari 2
mohammad reza moradi 2
ahmad arabi 3
1 Department of Sport Sciences, Faculty of Literature and Humanities, Shahrekord University, Shahrekord, Iran.
2 university of shahrekord
3 Assistant Professor at Farhangian University
10.22034/cstp.2026.586387.1163
Abstract
Objective: This study examined the direct and indirect associations between physical education teachers’ professional ethics and students’ social skills, considering the mediating role of teacher–student relationships.

Method: This applied, cross-sectional correlational study was conducted among 629 physical education teachers in Chaharmahal and Bakhtiari Province during the 2024–2025 academic year. Five counties were randomly selected as clusters, followed by proportional allocation and simple random sampling within the selected clusters. A total of 119 teachers completed standardized questionnaires assessing professional ethics, teacher–student relationships, and teacher-rated student social skills. Data were analyzed using SPSS and partial least squares structural equation modeling (PLS-SEM) in SmartPLS.

Findings: Professional ethics was positively associated with teacher–student relationships (β = .487, p < .001) and students’ social skills (β = .481, p < .001). Teacher–student relationships were also positively associated with social skills (β = .285, p < .001). The indirect association of professional ethics with social skills through teacher–student relationships was significant (β = .139, p = .002, 95% CI [.063, .236]).

Conclusion: The findings indicated that part of the association between physical education teachers’ professional ethics and students’ social skills was explained through the quality of teacher–student relationships. Accordingly, teachers’ fairness, respect, responsibility, and empathy are more likely to be associated with students’ social development when they are reflected in daily interactions and supportive relationships.
Keywords
Professional ethics
teacher-student relationships
social skills
physical education
structural equation modeling
Subjects
Akardoost Zanganeh, S., Tehranchi, A., & Ejadi, Z. (2024). The mediating role of academic engagement in the relationship between personality traits and self-worth with academic self-efficacy in male high school students. Educational Psychology, 20(71), 201–224. [In Persian]. https://doi.org/10.22054/jep.2024.73189.3825
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.
Arab Baferani, M., Delfan Azari, G., & Banisi, V. (2025). The relationship between teachers’ professional ethics, social skills, and academic enthusiasm of female first-secondary students in Tehran. Journal of New Approach to Children’s Education, 7(1), 284–296. [In Persian].
Aygun, Y., et al. (2024). Emotional and social outcomes of the Teaching Personal and Social Responsibility Model in physical education: A systematic review and meta-analysis. Children, 11(4), 459. https://doi.org/10.3390/children11040459
Babaei, M. (2023). [Article related to teacher communication and first-year students]. Journal of Research in Educational Systems. [In Persian]. https://doi.org/10.22034/jiera.2023.402203.2994
Boke, H., et al. (2025). Effects of cooperative learning on students’ learning outcomes in physical education: A meta-analysis. Frontiers in Psychology, 16, 1508808. https://doi.org/10.3389/fpsyg.2025.1508808
Borremans, L. F. N., et al. (2024). Fostering teacher–student relationship-building competence. Frontiers in Education, 9, 1349532. https://doi.org/10.3389/feduc.2024.1349532
Cadozier, V. R. (2002). The moral profession: A study of moral development and professional ethics of faculty (Doctoral dissertation, The University of Texas at Austin).
Cronqvist, M. (2025). Teachers’ ethical responsibility in teaching: To guide the children about right and wrong. Scandinavian Journal of Educational Research, 69(4), 857–870. https://doi.org/10.1080/00313831.2024.2360901
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
Gebre, Z. A., Demissie, B., & Yimer, S. (2025). The impact of teacher socio-emotional competence on student engagement: A meta-analysis. Frontiers in Psychology, 16, 1526371. https://doi.org/10.3389/fpsyg.2025.1526371
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. American Guidance Service.
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System and the Social Skills Improvement System. School Psychology Quarterly.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE.
Heidaryani, L., Barzegarbafrooei, M., & Yousefvand, A. (2025). Explaining happiness in schools based on the quality of the teacher–student relationship and school attachment with the mediating role of emotional competence. Educational Psychology, 21(77), 165–189. [In Persian]. https://doi.org/10.22054/jep.2025.84166.4137
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Howley, D., Dyson, B., Baek, S., Fowler, J., & Shen, Y. (2021). This is not gym: Enacting student voice pedagogies to promote social and emotional learning and meaningful physical education. Frontiers in Sports and Active Living, 3, 764613. https://doi.org/10.3389/fspor.2021.764613
Howley, D., Dyson, B., Baek, S., Fowler, J., & Shen, Y. (2022). Opening up neat new things: Exploring understandings and experiences of social and emotional learning and meaningful physical education. International Journal of Environmental Research and Public Health, 19(18), 11229. https://doi.org/10.3390/ijerph191811229
Jönsson, A., Aspelin, J., Lindberg, S., & Östlund, D. (2024). Supporting the development and improvement of teachers’ relational competency. Frontiers in Education, 9, 1290462. https://doi.org/10.3389/feduc.2024.1290462
Jorabian Fakour Tabrizi, M., et al. (2024). Structural model of perceived teacher–student relationships with academic vitality. Journal of School Psychology. [In Persian]. https://doi.org/10.22098/jsp.2024.13063.5582
Katbi, F., Hallaji, M., & Naghilu, Z. (2025). The mediating role of professional ethics in the relationship between religious beliefs and job commitment of physical education teachers. Teacher Professional Development, 10(3), 25–46. [In Persian]. https://doi.org/10.48310/tpd.2025.17329.1750
Kim, E. K., Allen, J., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207. https://doi.org/10.1080/2372966X.2024.2346443
Lari, N., Hejazi, E., Jokar, B., & Ejei, J. (2022). The quality of teacher–student relationship in school context: An ethnographic study. Educational Psychology, 18(64), 129–156. [In Persian]. https://doi.org/10.22054/jep.2023.70678.3730
Li, H., et al. (2026). Linking social–emotional competence, learning engagement, academic achievement, and teacher–student relationships. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1756766
Magro, S. W., Hobbs, K. A., Li, P. H., Swenson, P., Riegelman, A., Rios, J. A., & Roisman, G. I. (2024). Meta-analytic associations between the Student–Teacher Relationship Scale and students’ social competence with peers. School Psychology Review, 53, 496–522. https://doi.org/10.1080/2372966X.2023.2258767
Mirhosseini, F. S., Aghaei, N., & Saffari, M. (2019). Designing a professional competency model for physical education teachers in Iran. Research on Educational Sport, 7(17), 17–34. [In Persian]. https://doi.org/10.22089/res.2019.5964.1480
Mohammadi-Nejad, M., & Nikbakht, M. (2024). The effect of teacher–student relationship quality and educational environment quality on academic enthusiasm. Journal of School and Instructional Educational Development, 3(4). [In Persian]. https://doi.org/10.61838/jsied.3.4.3
Rauterkus, H., et al. (2025). Teachers’ emotional competence and students’ social integration: Exploring mediation pathways through teacher–student relationships in elementary classrooms. Frontiers in Education, 10, 1713822. https://doi.org/10.3389/feduc.2025.1713822
Savina, E. (2025). Teacher emotional competence: A conceptual model. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10018-2
Sindiani, M., Schroeder, H. B., & Dunsky, A. (2025). Social-emotional learning in physical education classes at elementary schools. Frontiers in Psychology, 16, 1499240. https://doi.org/10.3389/fpsyg.2025.1499240
Wang, X. (2023). Exploring positive teacher–student relationships: The synergy of teacher mindfulness and emotional intelligence. Frontiers in Psychology, 14, 1301786. https://doi.org/10.3389/fpsyg.2023.1301786
Wetzels, M., Odekerken-Schröder, G., & van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1), 177–195. https://doi.org/10.2307/20650284
Yaghooti, H., Javadipour, M., & Khosravi, A. A. (2013). An integrated approach in primary school physical education curriculum: An explanation based on experts’ views. Journal of Theory & Practice in Curriculum, 1(2), 75–94. [In Persian].
Theory and Practice in the Curriculum
Volume 14, Issue 27
March 2026
Pages 141-160