Providing a model for desire for sustainability of education teachers (Case study: Teachers of high schools in Tehran)

Subject Areas :

Seyed Ali Sajadi ¹ ( PhD Student in Educational Management, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran. )
Mohammadali Hosseini, ² ( Associate Professor, Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences and Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran . )
Nadergholi Ghourchian ³ ( 3Professor, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran. )

Received: 2021-03-14 Accepted : 2021-05-15 Published : 2021-11-22

Keywords: teachers, Model, Environmental factors, Professional factors, Sustainability desire,

Abstract :

The purpose of this study was to provide a model to promote the desire for sustainability of education teachers. Methodology: This research is a mixed study, applied in terms of purpose, with content analysis in the qualitative part, and a descriptive survey in the quantitative part. This study was conducted in three sections: library, qualitative and quantitative. The qualitative part included semi-structured interviews with experts to determine the dimensions, components and indicators of teachers' desire to sustainability, developing a questionnaire and determining the proposed mechanisms. The research population in the qualitative section included all experts in the field of education (experienced principals and teachers), 19 of whom were selected through purposive sampling, and in the quantitative section, the research population included all 10975 teachers of first grade high schools in Tehran. According to the Cochran's formula, the sample size was estimated at 375 people, and then the questionnaire of desire for sustainability was distributed among teachers in selected schools, and finally 323 questionnaires were received from teachers and analyzed. The data collection tool in the qualitative part was a semi-structured interview, and the tool in the quantitative part was a researcher-made questionnaire (the result of a combination of library and qualitative study) based on a 5-point Likert scale in both present and desirable situations. The validity of the questionnaire was calculated through convergent and divergent validity. The reliability of the questionnaire items was calculated and confirmed by Cronbach's alpha (0.968) and combined reliability (0.970). Exploratory factor analysis, one-sample t-test and dependent t-test, structural equation modeling (SEM), Cronbach's alpha and confirmatory factor analysis were used to analyze the data to check the validity of the questionnaire using Smart-PLS software. The results showed that teachers' desire for sustainability includes two dimensions of environmental factors with components of social, economic, welfare and livelihood, legal, organizational and social justice factors and professional factors with components of job, job satisfaction and quality of working life factors. A suitable tool for measuring teachers' desire for sustainability is a researcher-made questionnaire with 46 items. In this study, 30 mechanisms were proposed to promote teachers' desire for sustainability. As a result of confirmatory factor analysis, the proposed model of promoting teachers' desire for sustainability with 2 dimensions, 8 components and 38 indicators was approved. The degree of fit of the proposed research model was also confirmed with 0.99 confidence. The model of teachers 'desire for sustainability can be effective in promoting teachers' motivated desire for sustainability and increasing the quality of education.