Social Sciences
Hamed Derakhshani; Nader Soleimani; Hamid Shafizadeh
Abstract
Purpose: The aim of this study was to identify the factors that reduce the cheerfulness of teachers in Semnan province and to provide a model.
Methodology: Research in terms of applied purpose; In terms of data type, it was qualitative and in terms of implementation method, it was thematic analysis. ...
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Purpose: The aim of this study was to identify the factors that reduce the cheerfulness of teachers in Semnan province and to provide a model.
Methodology: Research in terms of applied purpose; In terms of data type, it was qualitative and in terms of implementation method, it was thematic analysis. The statistical population included school teachers, senior education directors and university professors who were sampled by snowball method. The instrument used was a semi-structured interview which was analyzed by data analysis method. To determine the internal cheerfulness of the findings, the data were matched with theoretical and background bases and interviews with experts were used. To confirm the accuracy of the data, the study method was used by the research members to determine the external validity of the findings.
Findings: Theoretical saturation and triangulation techniques were used. Data analysis resulted in identifying 91 basic themes, 15 organizing themes and 5 comprehensive themes that were divided into two main categories of main and secondary themes. Together, these themes formed a coherent model for reducing the cheerfulness of teachers in Semnan province. Finally, the reasons for the decrease in teachers' cheerfulness, including 5 categories of comprehensive themes, including individual factors, organizational factors, cultural factors, extra-organizational factors and job factors were obtained.
Conclusion: Paying special attention to the factors that reduce the cheerfulness of teachers and addressing them in order to eliminate the factors that reduce the cheerfulness of teachers, can restore some cheerfulness to the teacher community.
Seyede Tayebeh Tabai; Hamid Shafizadeh; Nader Soleimani
Abstract
Purpose: Today, organizational socialization is very important for individuals and organizations. Because on the one hand, if it is neglected or ignored, the probability of occurrence and repetition of behaviors outside the framework and organizational norms will increase, and the continuation of this ...
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Purpose: Today, organizational socialization is very important for individuals and organizations. Because on the one hand, if it is neglected or ignored, the probability of occurrence and repetition of behaviors outside the framework and organizational norms will increase, and the continuation of this situation will lead to the formation of negative attitudes and behaviors, conflicts, conflicts, displacement and leaving the job, and on the other hand, the cost of selection And it increases the recruitment of efficient and practical forces for the organization. One of the main concerns of efficient managers at different levels of the organization is how to create suitable platforms for human factors to fulfill their job duties and ethical principles with a sense of responsibility and full commitment, which is one of the factors affecting it, is social responsibility. One of the indicators of citizenship behavior in all organizations, including educational organizations, is acceptance of responsibility, and responsibility is a social process through which people consider themselves a part of the organization and their job, and they tend to always see their organization as successful. Responsibility means valuing the interdependent relationships that exist between the organization, the interest groups, the economic system and related communities, and social responsibility is a tool for the obligations that an organization must have towards its society, a way for policy ideas about the implementation of obligations. And it is a tool to meet the needs of both organization and society. Social responsibility is a social obligation to apply policies in organizational decisions and perform actions and activities related to the values accepted by society. Social responsibility in schools plays an important role in the schools performance and success. As a result, the present study was conducted with the aim of designing and presenting the schools social responsibility model.Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative based on the theory of Strauss and Corbin (1998). The research population was schools social responsibility experts of Iran country in 2020 year. The sample size according to the theoretical saturation principle was estimated 15 people who were selected by snowball sampling method. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding method in MAXQDA-12 software.Findings: Findings showed that social responsibility of schools has 98 concepts and 28 sub-categories in 8 main categories including legal responsibilities and moral responsibilities (causal conditions), public and humanitarian responsibilities (central phenomenon), social and political responsibilities (intervening conditions), economic responsibilities (Contextual conditions), environmental responsibilities and stakeholder awareness (strategies) and awareness and cooperation (consequences).Conclusion: Based on the findings, the current research model can be a guide for specialists and planners and they can design and implement programs based on it to evaluate and improve the social responsibility of schools.
Masoumeh Sharifi; Nasser Abbaszadeh; Hamid Shafizadeh
Abstract
urpose: The present research was conducted with the aim of identifying the factors effecting on teachers' talent management of secondary school. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was talent management ...
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urpose: The present research was conducted with the aim of identifying the factors effecting on teachers' talent management of secondary school. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was talent management experts of Tehran city in 2020-2021 year, which from them according to the principle of theoretical saturation number of 16 people were selected as a sample by purposive and snowball sampling methods. The data collection tool was a semi-structured interview that its validity was confirmed by the triangulation method and its reliability was obtained 0.62 by the Cohen's Kappa coefficient method. Data were analyzed by open, axial and selective coding methods in MAXQDA 2020 software. Findings: Findings showed that the factors effecting on teachers' talent management of secondary school were included 17 concepts, 6 subcategories and 3 main categories. The main categories were included the school structure (with two subcategories of reward and appreciation system from teachers' efforts and employment conditions and ethical principles in its process), mission and vision clear of school (with two subcategories of editing the strategic program and specify editing the goals, missions, values and perspectives) and laws, regulations and policies (with two subcategories of flexibility in the processes of teacher selection and recruitment and removal of restrictions on teacher continue education). Conclusion: Considering the identified factors effecting on teachers' talent management of secondary school, planning is necessary to promotion their talent management, which is achieved by improving the identified factors.