Document Type : Original Article
Authors
1 PhD student, Department of Education Management, Karaj Branch, Islamic Azad University, Karaj, Iran.
2 Faculty member, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran.
Abstract
The aim of this study was to identify the factors affecting the self-development of faculty members of Islamic Azad University of Mazandaran, Gilan, and Golestan provinces. The study used an exploratory mixed-methods (quantitative-qualitative) approach in which the quantitative phase was a descriptive survey and the qualitative phase was based on grounded theory. The statistical population included all 2789 faculty members of Islamic Azad University of Mazandaran, Gilan, and Golestan provinces who are engaged in job duties in 2019. Stratified random sampling method was used, proportional to the volume of each of the three provinces. Data collection tools were standard self-development questionnaires, Scherer et al.'s Self-Efficacy Questionnaire, Emer's Professional Commitment Questionnaire, Shuffle et al.’s Job Career Questionnaire, Niehoff & Morman’s Organizational Justice Questionnaire, Allen and Meyer’s Organizational Commitment Questionnaire, and the Group Learning Questionnaire. Descriptive and inferential statistical methods were used in SPSS statistical software to analyze the research data. According to our results, factors affecting self-development of faculty members of Islamic Azad University of Mazandaran, Gilan and Golestan provinces include: individual factors (self-efficacy, job conflict, job motivation, professional commitment, need for success, responsibility, psychological empowerment, job resilience, self-actualization, economic/social status, cultural capital), organizational factors (organizational culture, organizational support, organizational justice, organizational commitment) and group factors (group learning).
Keywords
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