Identifying and explaining the factors of increasing commitment to teaching student-teachers after graduation and its relationship with psychological well-being

The present study was conducted with the aim of identifying and explaining the factors of increasing new teachers' commitment to teaching in the educational system after graduation and its relationship with psychological well-being. The qualitative research approach was content analysis with emphasis on its inductive nature. The participants were teachers who graduated from Farhangian University and worked in education management in Ashnoye, Poldasht and Chaypare cities in the academic year 1401-1402, and 16 of them were studied as available sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. For the validity of the data, the researcher's self-review method, rich description and cross-case analysis were used, and to determine the reliability of the data, the parallel analysis method and regular processes in recording and writing data were used. The findings of this research include 7 optional codes, 21 core codes and 137 primary codes, in which the main codes include future study, career self-motivation, teacher philosophy, pragmatism, educational coexistence, teaching paradigms, and measurability. The results show that the Ministry of Education should evaluate the educational policies of Farhangian University in order to make educational activities efficient and compete in the global arena, in order to prepare the ground for the commitment process of teachers by providing platforms for the development of teacher skills in teaching.

The present study was conducted with the aim of identifying and explaining the factors of increasing new teachers' commitment to teaching in the educational system after graduation and its relationship with psychological well-being. The qualitative research approach was content analysis with emphasis on its inductive nature. The participants were teachers who graduated from Farhangian University and worked in education management in Ashnoye, Poldasht and Chaypare cities in the academic year 1401-1402, and 16 of them were studied as available sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. For the validity of the data, the researcher's self-review method, rich description and cross-case analysis were used, and to determine the reliability of the data, the parallel analysis method and regular processes in recording and writing data were used. The findings of this research include 7 optional codes, 21 core codes and 137 primary codes, in which the main codes include future study, career self-motivation, teacher philosophy, pragmatism, educational coexistence, teaching paradigms, and measurability. The results show that the Ministry of Education should evaluate the educational policies of Farhangian University in order to make educational activities efficient and compete in the global arena, in order to prepare the ground for the commitment process of teachers by providing platforms for the development of teacher skills in teaching.

The present study was conducted with the aim of identifying and explaining the factors of increasing new teachers' commitment to teaching in the educational system after graduation and its relationship with psychological well-being. The qualitative research approach was content analysis with emphasis on its inductive nature. The participants were teachers who graduated from Farhangian University and worked in education management in Ashnoye, Poldasht and Chaypare cities in the academic year 1401-1402, and 16 of them were studied as available sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. For the validity of the data, the researcher's self-review method, rich description and cross-case analysis were used, and to determine the reliability of the data, the parallel analysis method and regular processes in recording and writing data were used. The findings of this research include 7 optional codes, 21 core codes and 137 primary codes, in which the main codes include future study, career self-motivation, teacher philosophy, pragmatism, educational coexistence, teaching paradigms, and measurability. The results show that the Ministry of Education should evaluate the educational policies of Farhangian University in order to make educational activities efficient and compete in the global arena, in order to prepare the ground for the commitment process of teachers by providing platforms for the development of teacher skills in teaching.

The present study was conducted with the aim of identifying and explaining the factors of increasing new teachers' commitment to teaching in the educational system after graduation and its relationship with psychological well-being. The qualitative research approach was content analysis with emphasis on its inductive nature. The participants were teachers who graduated from Farhangian University and worked in education management in Ashnoye, Poldasht and Chaypare cities in the academic year 1401-1402, and 16 of them were studied as available sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. For the validity of the data, the researcher's self-review method, rich description and cross-case analysis were used, and to determine the reliability of the data, the parallel analysis method and regular processes in recording and writing data were used. The findings of this research include 7 optional codes, 21 core codes and 137 primary codes, in which the main codes include future study, career self-motivation, teacher philosophy, pragmatism, educational coexistence, teaching paradigms, and measurability. The results show that the Ministry of Education should evaluate the educational policies of Farhangian University in order to make educational activities efficient and compete in the global arena, in order to prepare the ground for the commitment process of teachers by providing platforms for the development of teacher skills in teaching.

The present study was conducted with the aim of identifying and explaining the factors of increasing new teachers' commitment to teaching in the educational system after graduation and its relationship with psychological well-being. The qualitative research approach was content analysis with emphasis on its inductive nature. The participants were teachers who graduated from Farhangian University and worked in education management in Ashnoye, Poldasht and Chaypare cities in the academic year 1401-1402, and 16 of them were studied as available sampling. In this regard, semi-structured interviews were conducted with them and sampling continued until data saturation. For the validity of the data, the researcher's self-review method, rich description and cross-case analysis were used, and to determine the reliability of the data, the parallel analysis method and regular processes in recording and writing data were used. The findings of this research include 7 optional codes, 21 core codes and 137 primary codes, in which the main codes include future study, career self-motivation, teacher philosophy, pragmatism, educational coexistence, teaching paradigms, and measurability.