Identify the Components of Demotivation in Teachers: A Research Grounded Theory

Document Type : Original Article


1 Assistant Professor of Educational Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

2 Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran

3 Assistant Professor of Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

4 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.



Aim: The present study aimed to identify the components of demotivation in teachers in order to present a conceptual model based grounded theory. Method: Data were collected based on semi-structured interviews and theoretical sampling with twenty-five cultures and the conceptual model of motivation deficit based on foundation data theory was analyzed and extracted in three stages of open coding, axial coding and selective coding. Results: The results were drawn and presented in the form of 28 main categories and in six paradigm dimensions including: causal conditions, central phenomena, contextual conditions, intervention conditions, strategies and consequences. Professional anonymity was discovered as a central phenomenon and the ultimate goal of the research was to study and analyze its dimensions. Conclusion: In general, the results of the present study showed that conventional technical / motivational terminology among teachers's is significantly similar to the motivational structures representing the motivational profile of learners. Thus, the motivational constructs representing the profile of individuals, including learners in academic achievement situations and teachers in professional development situations, showed considerable similarity. Based on this, a set of motivational intervention measures to improve the motivation of learners, with a few changes, they can also be used to improve the motivational conditions of teachers.


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