Current Model of Professional Development of Primary Teachers in South Khorasan Province: A Grounded Theory-Based Approach

Document Type : Scientific - Research

Authors

1 PhD Student in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Birjand University, Birjand. Iran

2 Associate Professor, Department of Educational Sciences, Birjand University, Faculty of Educational Sciences and Psychology, Birjand University, Birjand. Iran

Abstract

Objective: One of the major issues in education, given the expansion of the human resources community, especially teachers, is the strengthening of human resources. Teachers are one of the most important variables that need to be changed in order to improve educational systems. The purpose of this study is to investigate the current situation of professional development of primary school teachers.
Materials and Methods: The approach of the present study was qualitative and based grounded theory approach. The statistical population included all the agents involved in the professional development programs of teachers in South Khorasan province who were selected through purposive sampling of the criterion type. Data were obtained through semi-structured interviews with 12 teachers, 4 school principals and 2 human resources education experts in South Khorasan. In order to analyze the data, open, axial and selective coding methods were used. In order to keep each of the participants in the research process confidential and to observe the research ethics, a code was assigned to each of them. The data collection tool in this study is a semi-structured interview. Lincoln and Cuba (1980) criteria were used to ensure validity and reliability. In the field of validity, the method of controlling the participating members was used. In the field of portability, the findings were made available to experts. In the field of reliability, the method of agreement between coders was used and in the field of peer verification and peer verification.
Discussion and Conclusion: The results of the research show thirty-three central concepts and thirteen selected categories, which in the form of a five-factor model include lack of proper program and unprofessional view of professional development as a central category and causal conditions ( Individual and organizational factors), contextual factors (environmental and organizational factors), facilitator intervention conditions (motivation, needs assessment and empowerment programs), restrictive intervention conditions (program challenges and challenges) Financial and policy (strategies) (current and actions felt needed) and consequences (reduction of motivation and waste of resources) were organized.

Keywords

References

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