The Research Teacher Program in Education, Propelling and Restraining Factors, and Its Implementation Model

Abstract

This research was conducted with the aim of "identifying the factors that promote and inhibit the teacher-researcher program in education and its implementation model." In this research, a qualitative research method of phenomenography was used to identify the factors affecting the teacher-researcher program. The method of data and information analysis was content analysis. The main tool in the qualitative part of this research was an interview. The reliability of this tool was carried out in two modes: recoding by the coder and recoding by the coder. The recoding reliability value was 91.78%, which is a desirable reliability. In order to ensure validity, three methods of long-term engagement, questioning and searching from colleagues, and exploration by the studied individuals were used. In the present study, purposeful snowball sampling strategies were used to select participants, and the researcher, based on what type of information was needed, selected the research participants purposefully from among experts and experts in the field of action research and leading researchers in action research. After conducting 22 interviews, data saturation was achieved. In order to validate the obtained model, a focus group session was held. The focus group consisted of key informants, experts, and research stakeholders (consisting of 10 people). The findings showed that the seven influential factors (promoters and inhibitors) of the teacher researcher program are: the factor of educational leader professionalism, individual professionalism, the factor of communication and information system, the factor of evaluation and judgment of action research reports, the factor of professional development courses, the factor of organizational dynamics, and the factor of organizational support.