Document Type : Research Article (Quantitative)
Authors
1 PhD Student, Department of Public Administration, Organizational Behavior, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran.
2 Assistant Professor, Department of Management, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
3 Associate Professor, Department of Management, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
4 Assistant Professor, Department of Management, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran.
Abstract
Purpose: The aim of this study was to identify and categorize the barriers and challenges of educational citizenship behavior in junior high school teachers in the northern provinces of the country.
Methodology:This research was conducted with a qualitative approach and with grounded theory method. The statistical population of this study included all junior high school teachers who were selected by snowball method (chain reference). Data collection was done through interviews with professors and teachers individually and in groups. These interviews were collected based on indicators such as type of school (governmental and non-governmental), gender, education and age. Strauss and Corbyn are attributed to data analysis
Findings: During this study, it was found that the barriers and challenges of educational citizenship behavior among teachers are related to the categories of meeting economic and living needs, organizational justice, and organizational characteristics of teachers, strategic education programs, and respect. The main underlying theory derived from the analysis of respondents' findings (a model of educational citizenship behavior) in teachers b. Economic needs indicate that salaries and benefits received have a direct impact on the incidence of teachers' educational citizenship behaviors. Having a sense of justice helps to maintain the status quo, and the greater the sense of motivation, the greater the motivation to work and try. Interested teachers also exhibit greater levels of educational citizenship behavior. Because committed teachers consider this behavior to be based on their committed values and assignments, and accordingly show appropriate educational citizenship behavior.
Conclusion: According to research findings, teachers need mutual respect to gain power and social status. Teachers who have this need seek education and learning and tend to control the learning environment.
Keywords
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