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:: Volume 37, Issue 1 (6-2021) ::
QJOE 2021, 37(1): 121-146 Back to browse issues page
A Structural Model for Interpreting Teachers’ Productivity through a Positive Approach to Organizational Behavior within the MOE
E. Rajabi’aan , S. M. Alvaani, Ph.D. , M. Ataa’ee, Ph.D. , N. Hamidi, Ph.D.
Abstract:   (1979 Views)
To improve teachers’ productivity, factors involved need to be identified and strengthened. To this end a conceptual model was initially constructed and then modified based on the feedback given by 12 experts. The final model consisted of three dimensions or topics, four sub topics, 22 concepts, or constituents, and 79 indices. The input dimension included subtopics of cognitive and behavioral factors. The process dimension consists of concepts such as planning and preparation, training and fulfilling professional responsibilities; while the output dimension contains subtopics of effectiveness with concepts such as teaching effectiveness; and efficiency which includes concepts such as behavioral management and efficient cooperation. Further calculations revealed that effectiveness and efficiency as the first level variables, while planning and preparation, as well as teaching and fulfilling responsibilities as the second level, and finally cognitive and behavioral factors as the third level variables are recognizable.
Keywords: Ministry of Education (MOE), productivity, positive organizational behaviors, teachers, teaching-learning
Full-Text [PDF 537 kb]   (582 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/12/8 | Accepted: 2019/09/16 | Published: 2021/06/10
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Rajabi’aan E, Alvaani, Ph.D. S M, Ataa’ee, Ph.D. M, Hamidi, Ph.D. N. A Structural Model for Interpreting Teachers’ Productivity through a Positive Approach to Organizational Behavior within the MOE. QJOE 2021; 37 (1) :121-146
URL: http://qjoe.ir/article-1-2973-en.html


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Volume 37, Issue 1 (6-2021) Back to browse issues page
فصلنامه تعلیم و تربیت Quarterly Journal of Education
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