Designing and Explaining the Conceptual Model of Training Female School Employees in Virtual Space

Ahmadi, Ebadollah; Shahamat, Nader; Salehi, Muslim; Khorram Shokoh, Hamed

doi:10.22034/jwir.2023.725817

Designing and Explaining the Conceptual Model of Training Female School Employees in Virtual Space

Document Type : Original Article

Authors

Ebadollah Ahmadi

Nader Shahamat

Muslim Salehi

Hamed Khorram Shokoh

Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.

10.22034/jwir.2023.725817

Abstract

Considering the numerous challenges in online education, this research aims to compile and design a new and innovative model of virtual education. In the qualitative phase, among the qualitative research strategies, the grounded theory was used to develop a comprehensive model that includes causal factors, intervening factors, contextual factors, and conceptual model strategies for training female school employees in virtual space. Interviews were used as the primary data collection tool. Based on the obtained results, a total of 143 concepts and 21 categories or open codes were identified and extracted. The 21 identified categories were placed in the 6 main grounded data categories. Based on the results of the qualitative method, a questionnaire based on the extracted model was compiled and provided to female teachers. According to the results of the structural equation modeling of the questionnaire data, causal relationships with a factor loading of 0.435 and a T-statistic of 9.624 have a direct and significant effect on the main category. Therefore, causal conditions have a positive and significant effect on the main category. The main category, with a factor loading of 0.471 and a T-statistic of 7.734, has a direct and significant effect on strategies. The main category positively and significantly affects strategies. Strategies, with a factor loading of 0.512, affect the outcomes. Strategies have a positive and significant impact on outcomes. Intervening conditions have a direct and significant effect on the outcomes with a factor loading of 0.491. Therefore, intervening conditions positively and significantly affect the strategy. Finally, the contextual conditions, with a factor loading of 0.529, have a direct effect on the outcomes. Contextual conditions have a positive and significant effect on the strategy. In the end, the statistical validity of the model was confirmed.

Keywords

Training of female school employees

Virtual space

Grounded theory method

20.1001.1.27831175.1402.5.3.6.3

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