kawsar khani; zeinab toulabi; Ali Yasini
Abstract
Today's organizations are grappling with workplace loneliness, which negatively impacts performance and satisfaction, particularly affecting new teachers who experience emotional deprivation, mental exhaustion, and anxiety. This study aims to explore new teachers' experiences with organizational loneliness ...
Read More
Today's organizations are grappling with workplace loneliness, which negatively impacts performance and satisfaction, particularly affecting new teachers who experience emotional deprivation, mental exhaustion, and anxiety. This study aims to explore new teachers' experiences with organizational loneliness in Iranian educational contexts, focusing on its contributing factors, consequences, and coping strategies. Employing a qualitative, phenomenological approach, the research involved 12 new teachers from Ilam city, selected through snowball sampling. Data were collected via in-depth semi-structured interviews until theoretical saturation was achieved, with analysis conducted using SPSS22 and MAXQDA20.The findings revealed four categories of factors contributing to organizational loneliness: individual, socio-cultural, psychological, and occupational, encompassing 36 concepts. Additionally, 37 consequences were identified, including personal, communicative, psychological, and job-related effects. The study also proposed 24 individual and 21 group strategies for addressing loneliness. The results indicate that organizational loneliness has detrimental effects on both individuals and organizations, highlighting the importance of understanding its causes and consequences. Investigating this issue can help improve new teachers' attitudes, job attachment, social interactions, teamwork, and overall job satisfaction, particularly by addressing the lack of organizational support that contributes to their feelings of loneliness.
Saadat Choobtashani; Ali Yasini; zeinab toulabi
Abstract
The purpose of this research was to identify the micro and macro occasions of the Iranian higher education system in the field of liberal arts. The mixed research method was exploratory which in the qualitative stage was from the content analysis method and in the quantitative stage was from the structural ...
Read More
The purpose of this research was to identify the micro and macro occasions of the Iranian higher education system in the field of liberal arts. The mixed research method was exploratory which in the qualitative stage was from the content analysis method and in the quantitative stage was from the structural equations. The statistical population consisted of experts on the transformation of the Iranian higher education system that using targeted sampling and snowball, 214 elites in the field of higher education of Kermanshah universities were selected as the sample size by stratified sampling. The research tool was a semi-structured interview and a researcher-made questionnaire. Content was used to assess the validity and Cronbach's alpha coefficient was used for the reliability of the questionnaire. The statistical method in the quantitative stage was the modeling of structural equations. Findings showed that the macro occasions of transformation include capital, development, cultural, environmental and motivational factors, and the micro occasions of transformation include: freedom of thought, information updating, skilled knowledge force, knowledge marketing, knowledge commercialization, knowledge transfer, knowledge development, strong cultural knowledge building, knowledge value creation, strengthening knowledge culturalization, research-oriented, scientific competition, knowledge conceptualization, scientific encouragement, quality of knowledge services and knowledge support.
