Empowerment of faculty members of Islamic Azad University of Qom province with foundational data approach and structural equations (a mixed study)

Document Type : Original Article

Authors

1 Ph.D. student in Educational Management, Qom Branch, Islamic Azad University, Qom, Iran.

2 Department of Health, Qom University of Medical Sciences, Qom, Iran.

3 Department of Curriculum Planning, Qom Branch, Islamic Azad University, Qom, Iran.

10.22098/ael.2024.15731.1469

Abstract

Background and Objective: Empowerment is the key to the success of educational organizations and systems. The purpose of this research was to present a pattern of empowerment of faculty members in the Islamic Azad University of Qom province.
research methodology: The study used a qualitative approach based on Grounded Theory and a quantitative survey method. For the qualitative part, 15 university faculty members were selected through snowball sampling and semi-structured interviews. The quantitative sample comprised all full-time faculty at the Islamic Azad University Qom (221 members), with 145 selected using Cochran's formula. Data analysis in the qualitative part utilized the Strauss and Corbin model's three coding stages: open, axial, and selective coding. In the quantitative phase, confirmatory factor analysis was employed.
Findings: The qualitative findings identified 145 concepts, 12 main categories, and 32 subcategories, including causal, contextual, intervening factors, strategies, and outcomes. The quantitative phase confirmed face validity with statistical samples, and content validity was validated by experts. Reliability for all categories exceeded 0.7, as measured by Cronbach's alpha.
Conclusion: The results of the research showed that the empowerment of the faculty members of the university makes the university to operate successfully in a competitive environment in such a way that while being influenced by the environment, it also has an effect on it.

Keywords

Main Subjects

References

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Applied Educational Leadership
Volume 5, Issue 3
October 2024
Pages 25-49

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  • Receive Date: 02 September 2024
  • Revise Date: 13 October 2024
  • Accept Date: 14 October 2024

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