Designing a Personality Model for Teachers Based on Rogers’ Formative Theory

Document Type : research paper

Authors

1 Department of Biology, Farhangian University, Tehran, Iran

2 Department of Science Education, Farhangian University, Shahid Beheshti Higher Education Center

10.48310/tpd.2024.15423.1574

Abstract

The purpose of the current research is to design and validate the personality model of teachers based on the formative theory of Rogers. This research is a sequential mixed-methods type, which includes two qualitative and quantitative phases based on the investigation method. The research population in the qualitative section includes university professors according to the entry and exit criteria, and in the quantitative section, all student of Farhangian University of Tehran in 1401. The sample size in the qualitative section was based on the principle of theoretical saturation using the purposeful sampling method (N= 27) and in the quantitative section, according to the Cochran formula, the sample group consisted of 360 students selected based on a multi-stage sampling method. In order to collect data, in the qualitative phase, document analysis and semi-structured interview were used. The method of data analysis in the qualitative phase was open, central and selective coding using MAXQDA software via content analysis approach. In the quantitative phase, confirmatory factor analysis was used using AMOS software. The results showed that the personality model for teachers includes three dimensions (harmony, empathy and unconditional positive attention). Finally, the variables and strategies of the model based on Rogers' theory, were determined and the drawn structural equation model had acceptable fit indices, and the supposed factorial structure was approved.

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