نوع مقاله : کیفی
1 دانشجوی دکتری تربیتی، دانشگاه آزاد اسلامی-واحد رودهن، تهران، ایران
2 نویسنده مسئول، گروه روانشناسی، دانشگاه آزاد اسلامی-واحد رودهن، تهران، ایران Abolmaali@riau.ac.ir
3 گروه روانشناسی، دانشگاه آزاد اسلامی-واحد رودهن، تهران، ایران
عنوان مقاله [English]
Introduction: One of the main sources of intrinsic motivation is having positive and constructive relationships with colleagues, parents, students and finally a healthy family structure in terms of students' academic achievement, which on the one hand motivates students and on the other hand motivates teachers. . The aim of this study was to investigate the role of teachers' job motivation in the emergence of a healthy family structure in primary school in Tehran.
Methods: This research was conducted qualitatively with a systematic data theory approach based on the Strauss and Corbin model. The statistical population included primary school teachers in Tehran in 1398. By targeted snowball sampling method, 30 people were selected as the sample until saturation. Semi-structured interviews were used to collect data. Data were analyzed through open, axial, and selective coding based on the data theory of the Strauss and Corbin systematic foundation using MAXQDA software.
Results: A total of 19 categories and 116 concepts were identified and extracted. In this study, the category of "job motivation" was selected as the central category. In this study, five categories related to causal factors including: "social interactions", "work environment", "work equipment", "incentive system" and "workplace ethical behavior" as causal conditions, as well as contextual factors such as "conditions "Family", "Working Conditions", "Welfare Conditions", "Teaching and Research", "Economic Conditions" and "Organizational Culture", and finally intervening factors such as "Teacher Individual Characteristics", "Learner-Related Factors" and "Ability Students' finances were assessed.
Conclusion: Both intervening categories and causal factors have consequences that some of them are willing and some are unwanted. Interfering factors indirectly affect motivation and can affect behavioral motivation by influencing intervening factors.
Mexico city, Artical journal , 2011; 2:125-130