Zabihollah Allahi; Majid Kahrazahi
Abstract
The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study ...
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The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study consisted of all male and female primary school teachers in Sistan and Baluchestan province. The research sample consisted of 43 people for the qualitative section and 379 people for the quantitative section who were selected by multi-stage cluster sampling method. Data collection tools for the qualitative part included structured interviews and focus groups and for the quantitative part a researcher-made questionnaire. Data were analyzed using one-sample t-test and Friedman test. The results of data analysis showed that first educational strategies and then organizational strategies are the most important practical strategies to encourage teachers to participate in the teacher-researcher program. Strategies related to school support also have the lowest priority among teachers in this field. (Chi-Square = 952/748, Sig = 0/000). In other words, organizational and educational factors can be higher motivators than motivational-financial factors and school support for teachers' participation in the teacher-researcher program.
