Identifying the Dimensions and Components of Teachers' Educational Performance based on the Job Engagement and Professional Competence based on the Grounded Theory

Abstract

Purpose: The teachers' educational performance based on the job engagement and professional competence can play an effective role in improving the quality of the educational system. Therefore, the aim of this study was to identifying the dimensions and components of teachers' educational performance based on the job engagement and professional competence based on the grounded theory. Methodology: This research in terms of purpose was applied and in terms of execution method was qualitative. The present study population were all faculty member professors and managers and teachers who were opinionated and experts of Tehran city in the academic years of 2021-2022. The sample consisted of 12 people who were selected according to the principle of theoretical saturation and with targeted and snowball sampling methods. The research tool was semi-structured interview which its validity was confirmed by triangulation method and its reliability was calculated by intra-subject agreement coefficient method between two coders 0.815. The data obtained from the interviews were analyzed with the open, axial and selective coding method based on the grounded theory in MAXQDA software. Findings: The findings showed that teachers' educational performance based on the job engagement and professional competence based on the grounded theory in the causal conditions section has 45 concepts, 8 sub categories and 3 main categories of knowledge competencies, skill competencies and attitudinal competencies, in the background conditions section has 27 concepts, 6 sub category and 3 main categories of professional energy, professional dedication and professional fascination, in the intervening conditions section has 28 concepts, 7 sub categories and 3 main categories of macro organizational policies, lack of scientific and research insight and school atmosphere, in the core category section has 33 concepts, 5 sub categories and 1 main category of teachers' educational performance, in the strategy section has 25 concepts, 3 sub categories and 1 main category of strategies and in the consequences section has 28 concepts, 4 sub categories and 1 main category of consequences. In the end, the paradigm pattern of teachers' educational performance based on the job engagement and professional competence based on the grounded theory was designed. Conclusion: According to the concepts and main and sub identified categories in the current research, the specialists and planners of the education organization can take an effective step based on them to improve the teachers' educational performance based on the job engagement and professional competence.