Proposing a Motivational Enhancement Model to Strengthen the Behavior of Faculty Members at Farhangian University in Line with Social Responsibility and Organizational Commitment
Keywords:
Motivational factors, faculty behavior, social responsibility, organizational commitmentAbstract
The present study aims to propose a model of motivational factors to strengthen the behavior of faculty members at Farhangian University in line with social responsibility and organizational commitment. The research method, in terms of purpose, is applied; based on the research paradigm, it falls under the category of pragmatic or mixed-method studies; and in terms of nature, it initially follows an exploratory approach. Participants in the qualitative phase included both theoretical and practical experts. The sampling method in the qualitative phase was non-random and purposive. In the quantitative phase, the statistical population consisted of all faculty members of Farhangian University, from which 247 individuals were selected using a multi-stage cluster random sampling method and analyzed using structural equation modeling (SEM). In the first stage of the qualitative phase (meta-synthesis), data were collected through a systematic review of literature and credible scientific sources. In the second stage of the qualitative phase (Delphi method), a Delphi worksheet was employed. In the quantitative phase, data were collected using researcher-made questionnaires. The validity and reliability of all instruments were evaluated and confirmed. For data analysis in the qualitative section, thematic analysis was conducted using MAXQDA Analytics Pro 2018 software. In the quantitative section, confirmatory factor analysis (CFA) was conducted using SmartPLS V3 (2016) software, and the one-sample t-test was performed using IBM SPSS V23. The findings indicated that the motivational factors consisted of economic and environmental components. Social responsibility included components related to synergistic activities and awareness enhancement, while organizational commitment encompassed dimensions of participatory decision-making and personal and professional development. Ultimately, a conceptual model was developed based on both qualitative and quantitative findings, which demonstrated desirable internal and external validity.
Downloads
References
hmad, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., & Lonsdale, C. (2023). A classification system for teachers' motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology. https://doi.org/10.1037/edu0000783
Ahmadi, A. (2024). Emotional Intelligence and Mental Health (A Cross-Sectional Study of Male Students at Yasouj University of Education, Entering in 2021). https://civilica.com/doc/2049853/
Aminovna, K. M. (2024). APPLICATION OF GAME METHODS AS A BASIS FORMATION OF POSITIVE MOTIVATION NON-LINGUAL UNIVERSITY STUDENTS. Web of Teachers: Inderscience Research, 2(3), 55-58. https://www.uzresearchers.com/index.php/RESMD/article/view/2953
Barari, S., Tabari, M., & Motani, M. (2022). Social Responsibility of the University: Presenting an Effective Model of the University in Developing Social Entrepreneurship. Sociological Researches, 16(2), 69-93. https://journals.iau.ir/article_694387.html
Barati, H., & Miri, M. (2023). Identifying Factors Affecting Educational Motivation of Students at the University of Education and Presenting a Structural Model. Educational Studies, 12(1), 37-55. https://ensani.ir/fa/article/557351/
Matiba, F. M. (2024). Motivational factors and barriers to participation in professional development programmes: perspectives from Tanzania higher education faculties. Current Psychology, 43(1), 437-448. https://doi.org/10.1007/s12144-023-04310-z
Mobed, M., & Nadi Zadeh, A. (2022). A Review of Effective University-Society Communication Indicators Based on University Social Responsibility Models. Science and Technology Policy Journal, 38, 99-112. https://ensani.ir/fa/article/510430/
Munda, N. P., & Gache, M. N. S. (2024). Work-life balance, motivation, and satisfaction as determinants of job commitment. International Journal of Educational Management and Development Studies, 5(1), 1-26. https://doi.org/10.53378/353039
Noori, H. K., Syadat, S. A., & Jamshidian, A. R. (2022). The Role of Professional Competencies of Professors on Students' Academic Motivation Mediated by Social Popularity: A Case Study of Education Campus in Isfahan. Teacher Education Policy, 5(2), 89-124. https://te-research.cfu.ac.ir/article_2586.html
Silva Junior, A. D., Martins-Silva, P. D. O., Coelho, V. D., & Sousa, A. F. D. (2023). The corporate social responsibility pyramid: its evolution and the proposal of the spinner, a theoretical refinement. Social Responsibility Journal, 19(2), 358-376. https://doi.org/10.1108/SRJ-05-2021-0180
Stumbrienė, D., Jevsikova, T., & Kontvainė, V. (2024). Key factors influencing teachers' motivation to transfer technology-enabled educational innovation. Education and Information Technologies, 29(2), 1697-1731. https://doi.org/10.1007/s10639-023-11891-6
Van, L. H., Phuong, B. H., Nhien, N. D., & Hue, N. T. (2025). Assessing the priority levels of motivational factors for lecturers: A case study at Vietnam National University, Hanoi. Multidisciplinary Science Journal, 7(2), 2025059. https://doi.org/10.31893/multiscience.2025059
Yang, H., Shi, X., Bhutto, M. Y., & Ertz, M. (2024). Do corporate social responsibility and technological innovation get along? A systematic review and future research agenda. Journal of Innovation & Knowledge, 9(1), 100462. https://doi.org/10.1016/j.jik.2024.100462
Yazdanshenasi, M. (2024). The Role of Responsibility and Professional Ethics in the Success of Teachers and Its Effects on the Quality of Education and Learning. https://civilica.com/doc/1977078/
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 مژگان واحدی, پریناز بنیسی, آزیتا جویباری (نویسنده)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
