The Role of Educational Management in Identifying and Improving the Conditions of Non Local Teachers

Subject Areas : Educational Management

Marzieh Akharti ¹ , علیرضا قربانی ^{2 *} , Mohammadali Talebi ³

1 - Department of Social Sciences, Payam Noor University, Bojnourd, Iran
2 - Department of Social Sciences, Payam Noor University, Tehran, Iran
3 - Department of Social Sciences, Payam Noor University, Tehran, Iran

Received: 2025-02-12 Accepted : 2025-11-20 Published : 2025-12-04

Keywords: Educational Management, Non Local Teachers, Identifying Challenges, Improving Conditions, Underserved Areas,

Abstract :

Introduction: The Iranian education system, despite its central role, faces significant human‑resource challenges, particularly in disadvantaged regions. One critical issue concerns non‑local teachers whose separation from family, economic pressures, and limited welfare and educational facilities undermine their professional functioning. These conditions reduce motivation, teaching quality, and job satisfaction, ultimately affecting student learning outcomes. This study aimed to identify the key factors contributing to transfer requests among non‑local teachers in Zirkooh County and to explore the multidimensional problems they experience.

Methodology: This qualitative study employed semi‑structured interviews. The population included all non‑local teachers in Zirkooh County, from whom participants were selected through purposive sampling. Due to COVID‑19 restrictions, interviews were conducted remotely. Data collection continued until theoretical saturation was reached. Open coding was used for data analysis, and face validity of the interview protocol was confirmed by experts in education.

Findings: Data analysis revealed five major themes and sixteen subthemes describing the challenges faced by non‑local teachers.

Conclusion: The findings indicate that non‑local teachers face intertwined and multidimensional challenges that directly affect teaching quality, motivation, and classroom learning management. Inadequate facilities, psychological pressure caused by family separation, and insufficient organizational support were identified as major contributors to reduced professional performance. These results highlight the need for policy revisions regarding teacher recruitment and retention in disadvantaged regions, emphasizing infrastructure development to enhance human‑resource stability

References:

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