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.
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).
