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 ...
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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.
zahed faraji; S. Mahdi Hosseini; naser shirbagi
Abstract
The COVID-19 pandemic and the widespread adoption of online education have highlighted the importance of educational supervision. During this time, educational supervisors have played a crucial role in enhancing the quality of education and promoting professional development for teachers. Recognizing ...
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The COVID-19 pandemic and the widespread adoption of online education have highlighted the importance of educational supervision. During this time, educational supervisors have played a crucial role in enhancing the quality of education and promoting professional development for teachers. Recognizing the significance of supervision in online education, this qualitative study, employing a phenomenological approach, explores the experiences of educational supervision during the era of online education. The participants of this study were educational supervisors, instructional leaders, school principals, and assistant principals in the Kurdistan province of Iran who were involved in online educational supervision during the 2020-2021 academic year. Data were collected through semi-structured interviews using a purposive sampling method until theoretical saturation was reached. Data analysis and theme extraction were conducted using the Attride-Sterling (2001) method and MAXQDA software version 2020. The three overarching themes of the research were: 1) the enhancement of educational supervision, 2) the modernization of educational supervision, and 3) the professional development of educational supervisors. The findings of the study demonstrate that at the outset of online education, supervisors faced confusion and challenges in supervising virtual classes. They applied the supervisory structures of face-to-face classes to monitor online instruction and sometimes neglected the supervision process. Over time, supervisors gradually adapted to this new form of supervision and adopted new strategies for it. Supervisors recognized their new role in the supervision and education process during this time. Additionally, virtual supervision can contribute to the professional development of teachers and supervisors in the post-COVID-19 era.
Ali Zarei; Mohammad Javadipour; Keyvan Salehi
Abstract
The purpose of this study was to analyze the problems of the thesis implementation process and dissertations of the students of the Faculty of Psychology and Educational Sciences of Tehran University and to provide some solutions to the existing problems. The present study was conducted in the framework ...
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The purpose of this study was to analyze the problems of the thesis implementation process and dissertations of the students of the Faculty of Psychology and Educational Sciences of Tehran University and to provide some solutions to the existing problems. The present study was conducted in the framework of qualitative approach with phenomenological method. The research field was the University of Tehran and the participants were 8 postgraduate students and postgraduate students of the Faculty of Psychology and Educational Sciences of the University of Tehran. Data were collected using in-depth semi-structured interviews. Data were analyzed using the George method in five steps. Research findings showed that graduate students' perceptions of students' problems in the process of their thesis and dissertation were divided into 7 general themes including student problems or individual factors (9 themes), professors' problems (10 themes), macro community problems (8 themes), Includes bureaucratic problems (8 sub-themes), problem selection (2 sub-themes), material problems (3 sub-themes) and implementation problems (2 sub-themes).
