Requirements and Contexts of Self-Development Process of Organization Employees Based on the Heutagogical Learning Approach: Case Study of Elementry School Teachers
Subject Areas :Meysam Gholampour 1 * , Mohammad Mahmoodi Booreng 2 , Mohammadi Hosseini Seyed Ahmad 3
1 - Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2 - PhD in Curriculum Planning Studies, University of Birjand, Birjand, Iran
3 - Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran.
Keywords: self-development, heutagogy, employees, teachers.,
Abstract :
The present study aimed to explore the requirements and contexts for the self-development process of organization employees based on the heutagogical learning approach. This qualitative research was conducted through a descriptive phenomenological method. The research population included all primary school teachers, school principals, and subject matter experts, selected through criterion-based purposive sampling. The data for this study were collected through semi-structured interviews with 8 university professors, 10 primary school teachers, and 4 primary school principals. For data analysis, thematic analysis was used at three levels: basic themes, organizing themes, and global themes. To ensure validity and reliability, Lincoln and Guba’s trustworthiness criteria were employed.
The findings revealed fifteen core organizing themes across four overarching dimensions: behavioral requirements (including themes such as motivation, commitment, personality traits, and professional expertise); programmatic requirements (including pedagogical knowledge management, workplace curriculum, organizational succession planning, and peer mentoring); structural requirements (including network-based management, support and supervision, and needs assessment); contextual requirements (including attitude enhancement, quality orientation, cultural development, and career path renewal). With regard to these findings, it can be concluded that fostering teachers' self-development requires attention to individual, organizational, and cultural dimensions within the education system.
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