Presenting a Pattern of Iranian Teachers' Workaholic based on Grounded Theory

Abstract

Purpose: Workaholic is a type of addiction to work and engaging in it individually, so that the individual spends most of his time and energy on it. As a result, this study was conducted with the aim of presenting a pattern of Iranian teachers’ workaholic based on grounded theory. Methodology: The present research in terms of purpose was applied and in terms of implementation method was qualitative. The research population was education specialists and experts and teachers with a lot of overtime and known for their workaholic nature, which according to the theoretical saturation principle 21 people of them were selected as samples with using purposive and snowball sampling methods. The instrument of the present study was a semi-structured interview with education specialists and experts and teachers, which its validity was confirmed by the triangulation method and its reliability was calculated through agreement coefficient between two coders 0.70. The data of this study were analyzed with using open, axial and selective coding method based on grounded theory in MAXQDA software. Findings: The results of the present research indicated that Iranian teachers' workaholic had 794 concepts in 98 sub categories and 21 main categories; so that the central phenomenon had 24 sub categories in three main categories of emotional dimension of workaholic, behavioral dimension of workaholic and cognitive dimension of workaholic, causal conditions had 12 sub categories in four main categories of personality factors, social factors, family factors and individual factors, contextual conditions had 26 sub categories in seven main categories of environmental factors, organizational factors, supra-organizational factors, intrapersonal factors, extrapersonal factors, family factors and financial factors, intervening conditions had 13 sub categories in two main categories of job factors and social factors, strategies had 19 sub categories in three main categories of individual strategies, social and family strategies and organizational strategies and consequences had 4 sub categories in two main categories of negative consequences and positive consequences. Finally, the pattern of Iranian teachers’ workaholic based on grounded theory was presented. Conclusion: The pattern of teachers' workaholic presented in the present research can help education system specialists and planners in designing and implementing programs to adjust their workaholic.Purpose: Workaholic is a type of addiction to work and engaging in it individually, so that the individual spends most of his time and energy on it. As a result, this study was conducted with the aim of presenting a pattern of Iranian teachers’ workaholic based on grounded theory.Methodology: The present research in terms of purpose was applied and in terms of implementation method was qualitative. The research population was education specialists and experts and teachers with a lot of overtime and known for their workaholic nature, which according to the theoretical saturation principle 21 people of them were selected as samples with using purposive and snowball sampling methods. The instrument of the present study was a semi-structured interview with education specialists and experts and teachers, which its validity was confirmed by the triangulation method and its reliability was calculated through agreement coefficient between two coders 0.70. The data of this study were analyzed with using open, axial and selective coding method based on grounded theory in MAXQDA software.Findings: The results of the present research indicated that Iranian teachers' workaholic had 794 concepts in 98 sub categories and 21 main categories; so that the central phenomenon had 24 sub categories in three main categories of emotional dimension of workaholic, behavioral dimension of workaholic and cognitive dimension of workaholic, causal conditions had 12 sub categories in four main categories of personality factors, social factors, family factors and individual factors, contextual conditions had 26 sub categories in seven main categories of environmental factors, organizational factors, supra-organizational factors, intrapersonal factors, extrapersonal factors, family factors and financial factors, intervening conditions had 13 sub categories in two main categories of job factors and social factors, strategies had 19 sub categories in three main categories of individual strategies, social and family strategies and organizational strategies and consequences had 4 sub categories in two main categories of negative consequences and positive consequences. Finally, the pattern of Iranian teachers’ workaholic based on grounded theory was presented.Conclusion: The pattern of teachers' workaholic presented in the present research can help education system specialists and planners in designing and implementing programs to adjust their workaholic.