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Designing and validating a model of teacher productivity with a positive organizational behavior approach at the Ministry of Education
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Abstract: (2945 Views) |
The purpose of this study was presenting a model of teacher productivity with a positive organizational behavior approach. The research method was mixed that used qualitative strategy; meta-synthesis method then Fuzzy Delphi; and in the second stage that used descriptive-survey quantitative strategy. The statistical population of this study includes faculty of educational sciences, managers and deputies of education departments and school principals and deputies and teachers. In the first stage 12 people were selected purposefully and in the second stage, a sample of 384 people was selected by random cluster sampling. To identify model elements using the meta-synthesis method; 3 categories, 4 subcategories, 22 concepts and 89 indicators were found. To screen and identify the final indices using fuzzy Delphi method, 10 of the 89 indicators were removed and 11 were changed to expert opinion. In the second step, a researcher-made questionnaire was developed to collect the research data that the questionnaire reliability (α = 0.83) was obtained after confirming its face and content validity. The collected data were analyzed by SPSS and AMOS software. The results showed that the factor analysis model of teacher productivity with positive organizational behavior approach, based on the dimensions and components with second-order confirmatory factor analysis, it has a good fit and in determining the importance of the research indices was determined by fuzzy gap method and in investigating the importance of research indices using fuzzy gap method was determined; there is no indifference and waste area, and all the research indicators are important.
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| Keywords: Education, Productivity, Positive Organizational Behavior, Teaching - Learning, Teachers |
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Full-Text [PDF 1351 kb]
(1735 Downloads)
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Type of Study: Research |
Subject:
managing education in other organizations
Received: 2019/10/20 | Accepted: 2020/02/7 | Published: 2020/02/24
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