Document Type : Research Paper
Authors
1 Employee
2 Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran
3 Assistant Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
4 Associate Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
5 Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran.
Abstract
This research was conducted with the aim of designing and validating a professional development model for the educational staff of Allameh Tabatabai University. Professional development of staff plays a crucial role in improving organizational performance and achieving strategic goals. The present study was carried out using a sequential exploratory mixed-methods approach (qualitative-quantitative) in two phases. In the qualitative phase, the statistical population consisted of 38 educational managers from the university and its faculties, of whom 14 were purposefully selected. Data were collected through semi-structured interviews and analyzed using thematic analysis along with MAXQDA and NVivo software. This phase resulted in the extraction of an initial theoretical framework, which was refined based on expert opinions. In the quantitative phase, the statistical population consisted of 184 educational staff members, from which 118 were selected as a sample using the Krejcie-Morgan table, and ultimately 92 questionnaires were completed. The sampling method was simple random sampling, and the data collection tool was a researcher-developed questionnaire based on the qualitative findings. The results showed that causal factors include financial support, regular programs, networking, and continuous evaluation. Conditions include professional ethics, planning and effectiveness, while intervening factors include technology, infrastructure, and managerial support. Professional development strategies include learning opportunities, alignment with technology, and staff participation.The outcomes of implementing the model include improved organizational performance, increased motivation, and skill enhancement. This study provides a practical framework for the professional development of academic staff and emphasizes the impact of structural, cultural, and managerial factors on improving organizational performance.
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