Exploring the Factors Influencing Job Commitment of Teachers in Underprivileged Areas: A Qualitative Study
Keywords:
Job commitment, teachers, underprivileged areas, qualitative study, organizational factors, personal factors, social factorsAbstract
The purpose of this study was to identify and explain the factors influencing teachers' job commitment in underprivileged areas, based on an in-depth understanding of their lived experiences. This qualitative research employed a conventional content analysis approach. Data were collected through semi-structured interviews with 19 teachers working in disadvantaged districts of Tehran. Participants were selected using purposive sampling with maximum variation, and data collection continued until theoretical saturation. The data were analyzed using NVivo software through a three-stage coding process (open, axial, and selective). Analysis revealed three main categories: individual and internal factors, environmental and organizational factors, and socio-cultural factors. At the individual level, intrinsic motivation, belief in the teaching role, and psychological capital emerged as significant contributors to commitment. Organizationally, physical conditions of schools, managerial support, organizational justice, and opportunities for professional development played crucial roles. Socially and culturally, students' family backgrounds, the social image of teachers, and the involvement of local institutions affected teachers' sense of belonging and commitment. Teachers’ job commitment in underprivileged areas is a multifaceted phenomenon shaped by a complex interaction of personal, organizational, and social factors. Strengthening this commitment requires educational policymakers to implement coordinated actions at both structural and psychological levels.
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