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Ahmadi Deh Ghotbaddini, Mohammad, Kord, Bahman, Mahmoudabadi, Elham, Mirzaei Rad, Reza. (1405). Structural Relationships Between Teacher Quality, ICT Integration in Teaching, Problem-Based Learning (PBL) Pedagogy, and Teacher Occupation Persistence Among High School Teachers: An Organizational Study. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijop.2026.55834.1099
Mohammad Ahmadi Deh Ghotbaddini; Bahman Kord; Elham Mahmoudabadi; Reza Mirzaei Rad. "Structural Relationships Between Teacher Quality, ICT Integration in Teaching, Problem-Based Learning (PBL) Pedagogy, and Teacher Occupation Persistence Among High School Teachers: An Organizational Study". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1405, -. doi: 10.22111/ijop.2026.55834.1099
Ahmadi Deh Ghotbaddini, Mohammad, Kord, Bahman, Mahmoudabadi, Elham, Mirzaei Rad, Reza. (1405). 'Structural Relationships Between Teacher Quality, ICT Integration in Teaching, Problem-Based Learning (PBL) Pedagogy, and Teacher Occupation Persistence Among High School Teachers: An Organizational Study', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijop.2026.55834.1099
Ahmadi Deh Ghotbaddini, Mohammad, Kord, Bahman, Mahmoudabadi, Elham, Mirzaei Rad, Reza. Structural Relationships Between Teacher Quality, ICT Integration in Teaching, Problem-Based Learning (PBL) Pedagogy, and Teacher Occupation Persistence Among High School Teachers: An Organizational Study. نشریه علمی دانشگاه سیستان و بلوچستان, 1405; (): -. doi: 10.22111/ijop.2026.55834.1099

Structural Relationships Between Teacher Quality, ICT Integration in Teaching, Problem-Based Learning (PBL) Pedagogy, and Teacher Occupation Persistence Among High School Teachers: An Organizational Study

Iranian Journal of Organizational psychology
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 مهر 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22111/ijop.2026.55834.1099
نویسندگان
Mohammad Ahmadi Deh Ghotbaddini* 1؛ Bahman Kord2؛ Elham Mahmoudabadi3؛ Reza Mirzaei Rad1
1Assistant Professor, Department of Psychology and Education, Anar Branch, Islamic Azad University, Anar, Iran.
2Associate Professor, Department of Educational Psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran
3Secretary, Department of Education, Sirjan, Iran
چکیده
This study aimed to investigate the structural relationships between teacher quality, use of ICT in teaching, teacher pedagogy (problem-based learning), and persistence in occupation teaching among high school teachers in Shahr-e Babak, Iran. A descriptive-correlational research design was employed. Data were collected from 150 high school teachers using a two-stage cluster sampling method. The effective of Teaching with ICT Scale (Halawani, 2015) was administered, and path analysis was used to test the proposed structural model. Results indicated that the direct effect of use of ICT on persistence in occupation teaching was positive and significant, whereas the direct effects of teacher quality and teacher pedagogy on persistence in occupation teaching were not significant. The direct effects of teacher quality and use of ICT in teaching on teacher pedagogy were positive and significant, as was the direct effect of teacher quality on use of ICT in teaching. Simple mediation analyses revealed that neither use of ICT nor teacher pedagogy served as significant mediators in the relationship between teacher quality and persistence in occupation teaching. While the use of ICT directly enhances persistence in occupation teaching and both te occupation acher quality and use of ICT in teaching positively influence teacher pedagogy (with pedagogy also positively affecting use of ICT in teaching), neither teacher quality nor teacher pedagogy directly impacts persistence in occupation teaching, nor do they mediate the relationship between teacher quality and persistence in occupation teaching.
کلیدواژه‌ها
Teacher Quality؛ Use of ICT in Teaching؛ Teacher Pedagogy؛ Persistence in Teaching؛ High School Teachers
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تعداد مشاهده مقاله: 2


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