Investigating Organizational Socialization in Iran's Public Education Ecosystem

Subject Areas :

Mohsen Zamani Cheriani ¹ , Badri Shah Talebi Hossein Abadi ² , Narges Saeedian Khorsgani ³

1 - Doctoral student of Management Department, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
2 - Associate Professor, Department of Management, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran. (author responsible)
3 - Assistant Professor, Department of Educational Management, Faculty of Educational Sciences and Psychology, Isfahan (Khorasan) Branch, Islamic Azad University, Isfahan, Iran

Received: 2024-06-17 Accepted : 2024-11-21 Published : 2024-12-18

Keywords: Organisational socialisation, adaptability, active agency, acculturation, future visioning, public education.,

Abstract :

Aims: The present study aimed to explore the dimensions and components of organisational socialisation within the ecosystem of Iran’s public education system and to develop a context-specific model to enhance the socialisation process of teachers.

Methods: This research employed a mixed-methods approach (qualitative–quantitative). In the qualitative phase, thematic analysis was conducted using the Attride-Stirling approach on textual sources, including articles and books in the field of organisational socialisation. In the quantitative phase, a descriptive-survey method was used. Data were collected using a 127-item questionnaire (derived from the qualitative findings and structured on a 5-point Likert scale), administered to teachers with bachelor’s and master’s degrees working in public schools in selected provincial capitals. The instrument’s validity was confirmed through expert content validation and confirmatory factor analysis, and its reliability was supported by a Cronbach’s alpha coefficient above 0.70.

Results: Qualitative analysis led to the identification of five core pathways in the organisational socialisation process: organisational adaptability, active agency, organisational acculturation, future visioning, and procedural orientation. Quantitative results further confirmed that these components have acceptable levels of validity and reliability, demonstrating their capability to explain organisational socialisation within Iran’s public education context.

Originality / Value: This research contributes by presenting a context-specific model of teacher socialisation in the Iranian public education system, addressing a gap in the domestic literature and offering a foundation for policymaking and revision of teacher training programmes.

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