Elementary school teachers

Background: Regarding the principles of professional ethics by teachers is one of the most important and vital issues in the field of education and training of children, especially in primary school. In this regard, the purpose of this study was to design a model of "professional ethics" for primary school teachers in Yazd. Method: The research approach was qualitative and the research method was "grounded theory". The study population was all primary school teachers in Yazd. 11 interviews were conducted until the theoretical saturation was reached. Participants were selected using "theoretical sampling" method. The research tool was "in-depth semi-structured interview". Data were analyzed at three levels of open, axial and selective coding. The "triangulation" method `as used to determine the validity of the data. Results: The findings showed that the central phenomenon of this research is professionalism. Also, the most important causal conditions included culture and family education, teacher modeling, the position and importance of ethics in the educational system, the position of the teacherchr('39')s job and moral education. In addition, rules and regulations, salaries and benefits, school climate, school management and the structure of the education system were the most important underlying characteristics. Environmental intervention conditions including socio-cultural, political, economic and technological environment were identified. Strategies, motivation and feedback were also determined. Finally, outcomes were identified, including studentschr('39') performance and life course, popularity, career success, and social impact. Conclusion: In a general conclusion, it should be said that the presented model can be used in the development of ethical and professional codes and by training ethical teachers can take a big step toward promotion of science, understanding and ethics in society.

The present research was conducted with the aim of designing and developing Job Fatigue Scale for Elementary school Teachers in 2024 employing both qualitative-quantitative data. In the qualitative phase, official documents and opinions from experts in this field were used to obtain the basic structure of the tool, and in the quantitative section, the basic structure of the tool was given to samples of three target communities in three stages to check the validity and reliability of the tool. The findings of the qualitative section showed 51 effective components in reducing job fatigue, based on which the initial pool was prepared with 81 items. The Holsti's coefficient of reliability was 0.864 and the results of the content validity investigation led to the removal of 29 items. Therefore, a 52-item questionnaire was formed based on the qualitative and quantitative data. Consequently, using factor analysis and Cronbach's alpha coefficient led to the removal of 7 items from the final form. Finally the structure of 45 items with 4 educational-psychological, psychological, behavioral-organizational and managerial-organizational factors was confirmed. Among the 4 factors affecting job fatigue, the educational-psychological factor took the first rank and then the psychological, behavioral-organizational and management-organizational factors took the second to fourth ranks respectively. In general, considering the validity and reliability of the developed model, it can be used to evaluate the level of job fatigue of primary school teachers.