Document Type : Research Paper
Authors
1 PhD student, Department of Sport Management, Sa.c., Islamic Azad University, Sari, Iran.
2 Department of Sports Management Sa.c., Islamic Azad University, Sari, Iran
Abstract
The phenomenon of organizational silence among physical education teachers is considered one of the most important obstacles to promoting transparent communication, professional functioning, and active participation in schools. The aim of the present study was to explain the factors affecting the organizational silence of physical education teachers and to provide strategies for overcoming it, emphasizing the role of restorative justice. This study was conducted with a qualitative approach and data-based theory method. Data were collected through semi-structured interviews with 20 teachers, administrators, education experts, and educational science specialists in a purposeful manner and analyzed through open, axial, and selective coding. Validity and reliability were confirmed. The findings showed that organizational silence is the result of causal conditions such as institutional distrust, communication blockage, lack of justice in resource allocation, and bitter experiences resulting from expressing opinions. Background conditions such as a general conservative atmosphere, structural incoherence in the school system, and weakness in intra-organizational interactions provide a platform for the development of this phenomenon. At the same time, variables such as the lack of institutional cohesion in the face of cultural conflicts and legal pressures play an inhibiting role in breaking out of silence as intervening conditions. In the meantime, strategies such as institutionalizing restorative justice, strengthening human resources, expanding cultural and communication capacities, and promoting teachers' social participation can pave the way out of silence. The consequences of implementing such strategies can be seen at both individual (improving mental health) and organizational (increasing social capital and improving school communications) levels.
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