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.
Parvin Shayesteh nia; Hamid Shafizadeh; Nader Soleimani
Abstract
Purpose: The link of school and society can play an important role in preparing students for life in society. Therefore, the aim of this study was identifying the dimensions and components of the school and society link pattern based on the grounded theory.Methodology: This study in terms of purpose ...
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Purpose: The link of school and society can play an important role in preparing students for life in society. Therefore, the aim of this study was identifying the dimensions and components of the school and society link pattern based on the grounded theory.Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was professors and experts, policy makers of the Ministry of Education, managers of the General Departments of Education and schools managers in the 2021-2022 academic year. The sample size based on the principle of theoretical saturation was determined 18 people, who this number were selected by purposeful and snowball sampling methods. The data were collected with a demographic information form and a semi-structured interview, which the validity of the interviews was confirmed by triangulation and peer review methods and its reliability was calculated with a Cohen's Kappa coefficient 0.79. The data were analyzed by open, axial and selective coding method based on the grounded theory in MAXQDA software version 2021.Findings: The findings showed that for the school and society link pattern were identified 42 subcategories in 15 main categories; So that in the central phenomenon there were one main category of school and society link in Iran, in the causal conditions there were two main categories of structural factors and content factors, in contextual conditions there were four main categories of dominant structural focus, dominant organizational culture, accelerated and untimely managerial changes and intellectual and attitudinal factors, in the intervening conditions there were three main categories of role of virtual space and social networks, role of councils in the education system and role of the family, in the strategies there were three main categories of policy making in the field of attracting civil participation, appropriate governance of the educational system and re-engineering and refining the structure of the educational system and in the consequences there were two main categories of individual consequences and social consequences. According to the identified dimensions and components for the school and society link pattern, a pattern based on the grounded theory was drawn.Conclusion: The identified dimensions and components in this research for the school and society link pattern have many practical implications for the officials, managers and planners of the Ministry of Education. They in order to increase and improve the link school and society can provide the basis for the emergence and realization of the identified dimensions and components in this research.
