Parastoo Ahmad hidari; sayed Jamal barkhoda; khalil Zandi
Abstract
The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused ...
Read More
The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused on female teachers who were candidates for managerial positions in Kurdistan province's school. Using purposive sampling and based on the theoretical saturation principle, 18 participants were selected for the study. Data were collected through semi-structured interviews and analyzed via open coding and categorization. Research validity was ensured by adhering to the four criteria: Credibility, Dependability, Confirmability and Transformability. The findings revealed 241 open codes and 18 sub-concepts, which were categorized under three main themes: motivations, challenges, and strategies. The motivations included constructive innovation and transformation, personal growth and development, women's managerial competence, effective communication and collaboration, nurturing and developing students, and organizational justice and equality. The challenges highlighted societal stereotypes regarding women's management, lack of legal frameworks supporting women in management roles, role overload, women's resilience issues in managerial positions, unfair appointment practices, and lack of support from higher-level organizations. Finally, the strategies encompassed societal cultural development regarding women's managerial capabilities, provision of welfare facilities, merit-based appointments within a transparent process, and fostering a culture of gender equality.
Khalil Zandi
Abstract
The purpose of this research was to identify the motivations of teachers with PhD degrees to be employed as faculty members of Farhangian University. The research method was qualitative and its strategy was Classic Grounded Theory. The participants were teachers with PhD degrees who registered in the ...
Read More
The purpose of this research was to identify the motivations of teachers with PhD degrees to be employed as faculty members of Farhangian University. The research method was qualitative and its strategy was Classic Grounded Theory. The participants were teachers with PhD degrees who registered in the special call to recruit faculty in Farhangian University. Using theoretical sampling and according to the rule of theoretical saturation, 10 people selected as sample. The data collection tool was a semi-structured interview. The analysis of the interviews and the formation of the paradigm model were done using open coding, memo writing, selective coding and theoretical coding. MAXQDA20 software was used during the analysis to facilitate coding and drawing the research paradigm model. The validity of the research was ensured by referring to Maxwell's validation criteria. The findings revealed 50 open codes, 14 concepts and 6 categories. The core category is the ostracizing climate of school and department, which emerged as the main reason for teachers with PhD degrees to become members of the university faculty. This category includes three aspects of exclusionary classroom climate of schools, exclusionary communication climate and exclusionary administrative climate. Other identified categories are development of social base, development of financial and material opportunities, development of opportunities for scientific growth, development of opportunities for independence and discretion, and sense of dynamism and effectiveness. At the end, these findings are discussed based on common theories of motivation.
