نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترا مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
2 استاد تمام سازمان پژوهش و برنامه ریزی آموزشی پژوهشگاه مطالعات، تهران، ایران
3 استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: The purpose of this study was to design a model of accountability for female teachers.
Methods: This study employed a qualitative research method based on the systematic grounded theory approach of Strauss and Corbin (2011). The statistical population consisted of female lower secondary school teachers in Tehran. The sample, determined through the principle of theoretical saturation, included 15 university professors selected using purposive sampling. Data were collected through semi-structured interviews. The trustworthiness of the data was evaluated based on Lincoln and Guba’s (1985) criteria, including credibility, transferability, dependability, and confirmability. The collected data were analyzed using Strauss and Corbin’s coding technique through three stages: open coding, axial coding, and selective coding, which led to the development of the final model. Findings: The resulting model was structured around a central phenomenon and comprised five factors: causal conditions including organizational structure, educational content, student morale, and school climate; contextual conditions such as the cultural context of the educational system and managerial leadership strategies; intervening conditions including political perspectives and changes, and the lack of a practical definition for responsible behavior; strategies involving challenging routine work practices, promoting an educational culture, and fostering active participation among teachers, principals, and students; and consequences such as increased human resource efficiency, enhanced organizational awareness, and greater alignment between the educational system and society . Conclusion: Teacher accountability requires deliberate planning and a sufficient level of psychological readiness, particularly the use of effective coping strategies in facing professional challenges.
کلیدواژه‌ها [English]
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