Identifying and Categorizing the Barriers and Challenges of Educational Citizenship Behavior (Case study: First Secondary School Teachers in the Northern Provinces of the Country)

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Tajari Alireza; SHOJAEI SAMEREH; Mostaghimi Mohammad reza; Azma Fereydoun

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Journal Paper

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Journal: Sociology of Education Year:2021 | Volume:7 | Issue:1 Page(s): 26-37

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Information Journal Paper

Title

Identifying and Categorizing the Barriers and Challenges of Educational Citizenship Behavior (Case study: First Secondary School Teachers in the Northern Provinces of the Country)

Author(s)

Tajari Alireza | SHOJAEI SAMEREH | Mostaghimi Mohammad reza | Azma Fereydoun | Issue Writer Certificate

Keywords

Organizational Citizenship Behavior

Educational Citizenship Behavior

Economic Needs

Organizational Justice

Abstract

Purpose: The aim of this study was to identify and categorize the barriers and challenges of Educational Citizenship Behavior in junior high school teachers in the northern provinces of the country. Methodology: This research was conducted with a qualitative approach and with grounded theory method. The statistical population of this study included all junior high school teachers who were selected by snowball method (chain reference). Data collection was done through interviews with professors and teachers individually and in groups. These interviews were collected based on indicators such as type of school (governmental and non-governmental), gender, education and age. Strauss and Corbyn are attributed to data analysis Findings: During this study, it was found that the barriers and challenges of Educational Citizenship Behavior among teachers are related to the categories of meeting economic and living needs, Organizational Justice, and organizational characteristics of teachers, strategic education programs, and respect. The main underlying theory derived from the analysis of respondents' findings (a model of Educational Citizenship Behavior) in teachers b. Economic Needs indicate that salaries and benefits received have a direct impact on the incidence of teachers' Educational Citizenship Behaviors. Having a sense of justice helps to maintain the status quo, and the greater the sense of motivation, the greater the motivation to work and try. Interested teachers also exhibit greater levels of Educational Citizenship Behavior. Because committed teachers consider this behavior to be based on their committed values and assignments, and accordingly show appropriate Educational Citizenship Behavior. Conclusion: According to research findings, teachers need mutual respect to gain power and social status. Teachers who have this need seek education and learning and tend to control the learning environment.

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APA: Copy

Tajari, Alireza, SHOJAEI, SAMEREH, Mostaghimi, Mohammad reza, & Azma, Fereydoun. (2021). Identifying and Categorizing the Barriers and Challenges of Educational Citizenship Behavior (Case study: First Secondary School Teachers in the Northern Provinces of the Country). JOURNAL OF SOCIOLOGY OF EDUCATION, 7(1 ), 26-37. SID. https://sid.ir/paper/1062783/en

Vancouver: Copy

Tajari Alireza, SHOJAEI SAMEREH, Mostaghimi Mohammad reza, Azma Fereydoun. Identifying and Categorizing the Barriers and Challenges of Educational Citizenship Behavior (Case study: First Secondary School Teachers in the Northern Provinces of the Country). JOURNAL OF SOCIOLOGY OF EDUCATION[Internet]. 2021;7(1 ):26-37. Available from: https://sid.ir/paper/1062783/en

IEEE: Copy

Alireza Tajari, SAMEREH SHOJAEI, Mohammad reza Mostaghimi, and Fereydoun Azma, “Identifying and Categorizing the Barriers and Challenges of Educational Citizenship Behavior (Case study: First Secondary School Teachers in the Northern Provinces of the Country),” JOURNAL OF SOCIOLOGY OF EDUCATION, vol. 7, no. 1 , pp. 26–37, 2021, [Online]. Available: https://sid.ir/paper/1062783/en

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