Validation of a Model for Institutionalizing Research Culture among Teachers in Qeshm County
Keywords:
structural modeling, Research culture, confirmatory factor analysis, institutionalization, teachersAbstract
The purpose of this study was to design and validate a model for institutionalizing research culture among teachers in Qeshm County. The study employed an exploratory sequential mixed-methods design. In the qualitative phase, data were collected through semi-structured interviews with managers and educational experts and analyzed using open, axial, and selective coding. In the quantitative phase, a researcher-made questionnaire derived from qualitative findings was administered to 286 teachers selected through stratified random sampling. Quantitative data were analyzed using SPSS-22 and LISREL-8.8 through confirmatory factor analysis, independent t-tests, and Bartlett’s test. KMO values for all dimensions exceeded 0.7, and Bartlett’s test was significant (p<0.05), confirming the adequacy of the data for factor analysis. Model fit indices indicated strong validity: χ²/df = 2.45, RMSEA = 0.055, GFI = 0.96, AGFI = 0.94, NFI = 0.93, NNFI = 0.93, and CFI = 0.97. Student t-test results further confirmed the reliability and validity of the model. The validated model demonstrated satisfactory fit and provides a comprehensive framework for understanding the dimensions, components, and indicators of institutionalizing research culture among teachers. Implementing this model can enhance teachers’ professional development and contribute to improving educational systems.
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