Identifying and Prioritizing Factors Influencing Teachers’ Group Participation in Realizing the Fundamental Transformation Document of Education: A Mixed-Methods Study (Quantitative–Qualitative)
Document Type : Original Article
Authors
1 Associate Professor, Department of Educational Sciences, Farhangian University, PO Box 889-14665, Tehran, Iran.
2 M.A in Curriculum Planning, Islamic Azad University, Ardabil, Iran.
3 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Methods: This research adopted a mixed-methods (quantitative–qualitative) approach and was conducted in two sequential phases. In the qualitative phase, data were collected through interviews with teachers holding a doctoral degree or having more than 15 years of teaching experience in Ardabil city. Theoretical saturation was achieved after conducting 12 interviews. In the quantitative phase, the factors extracted from the qualitative findings and library studies were operationalized in the form of a questionnaire and distributed among 200 participants selected from a statistical population of 420 teachers using stratified random sampling. In the qualitative phase, validity was ensured through triangulation, member checking, and participant validation, while reliability was confirmed using test–retest procedures and inter-coder agreement. In the quantitative phase, content validity was confirmed with a relative validity coefficient of 0.80, and reliability was verified using Cronbach’s alpha coefficient of 0.957.
Results: The findings derived from the Delphi technique indicated that nine main factors—organizational ability, general and specialized knowledge, work experience, trust-building, self-management, job enrichment, reward system, role modeling, and physical and mental health—play a significant role in teachers’ group participation. In the quantitative phase, the Analytic Hierarchy Process (AHP) was employed to weight and prioritize these factors. The results demonstrated that job enrichment, organizational ability, and physical and mental health ranked as the top priorities influencing teachers’ group participation. Moreover, the consistency ratio of the judgments was within an acceptable range (less than 0.10), confirming the reliability of the pairwise comparisons.
Conclusion: Final results, supported by the confirmed validity and reliability of the questionnaire, indicate that teachers’ group participation in realizing the Fundamental Transformation Document of Education is influenced by nine main factors. Among these, job enrichment, organizational ability, and physical and mental health hold the highest priority and play a decisive role in enhancing school effectiveness. Accordingly, it is recommended that by reducing hierarchical structures, empowering school administrators, and providing participatory and supportive organizational contexts, the conditions for more effective realization of the objectives of the Fundamental Transformation Document of Education be strengthened.
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