درخت حوزه‌های تخصصی

Purpose: Theorizing chairs play an important role in improving theories and the position of the university in compared to other universities. Therefore, the present study was conducted with the aim of providing a model of promoting theorizing chairs in universities and higher education centers. Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the university experts of the theorizing chairs in Tehran province and in the quantitative part were the faculty members of Tehran province. The research sample in the qualitative part were 17 people who according to the theoretical saturation principle were selected by purposive sampling method and in the quantitative part were 343 people who according to Cochran's formula were selected by multi-stage cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire (32 items), whose psychometric indices were confirmed. Data were analyzed with using methods of coding in MAXQDA software and exploratory factor analysis and structural equation modeling in SPSS and AMOS software. Findings: The results showed that for the promoting theorizing chairs 32 indicators, 9 components and 3 categories were identified. The leadership factors category were included six components of open-mindedness, rationality, driving force, religious debates, specialized debates and moderation, administrative category were included one component of administrative and university category were included two components of innovation and productivity. Also, the factor load of all components on the relevant categories and categories on the model of promoting theorizing chairs was significant. In addition, the fit indices of the mentioned model indicate the appropriate fit of the model and the component on the relevant categories and the categories on the model of the present study had a significant effect (P <0.05). Conclusion: Considering the approval of the model of promoting theorizing chairs in both qualitative and quantitative parts, planning seems necessary for the implementation of theorizing chairs in universities and higher education centers.

Purpose: Considering the role of teachers' motivation in improving the teaching, educating and learning processes, the present study was conducted with the aim of providing a suitable model to promoting teachers' motivation for the education process. Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the academic experts of Tehran city in 2020 year, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and by purposive sampling method. The research population in the quantitative part was the high school teachers of Tehran city in 2020 year, which number of 316 people of them were selected as a sample according to the Cochran's formula and by simple random sampling method. The research tool in the qualitative part was semi-structured interview and in the quantitative part was researcher-made questionnaire, which the validity and reliability of them were confirmed. The data in the qualitative part were analyzed by coding method based on grounded theory in MAXQDA software and data in the quantitative part were analyzed by exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Findings: The results of the qualitative part showed that the central category included promoting teachers' motivation for the education process, causal factors included work environment, cultural and social context, teaching level, individual characteristics and demographic factors, intervention factors included psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work, contextual factors included financial rewards, school physical facilities and job enrichment and job development, strategies included planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and outcomes included trustworthy, academic competence, good social relations and understanding of circumstances and duties. Also, the results of the quantitative part showed that the factor load of all components was appropriate and work environment, cultural and social context, teaching level, individual characteristics and demographic factors on causal factors, psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work on intervention factors, financial rewards, school physical facilities and job enrichment and job development on contextual factors, planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and on strategies and trustworthy, academic competence, good social relations and understanding of circumstances and duties on outcomes had a significant effect on outcomes (P<0.05). Conclusion: According to the results of the present study, to promoting teachers' motivation for the education process can be action through the identified components in the present study.