Bahramnezhad Fatemeh, Keshmiri Fatemeh
School of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Tehran, Iran.
The National Agency for Strategic Research in Medical Education, Tehran, Iran.
BMC Med Educ. 2025 Feb 20;25(1):279. doi: 10.1186/s12909-025-06844-1.
This study aimed to explore the factors that contribute to sustaining the motivation of teachers in medical science universities.
This qualitative content analysis study was conducted from August 2019 to May 2021. Thirty-seven in-depth semi-structured interviews were conducted with teachers from medical sciences universities in Iran, selected through purposive sampling. The conventional content analysis approach was employed to analyze the data. The process involved five steps, including identifying meaning units, condensing them, assigning codes, establishing categories and subcategories, and identifying overarching themes.
The teachers' experiences were explored into 'establishing pathways to excellence in the teaching profession'. Three categories 'engagement with continuous personal and professional development', 'autonomy for exploration', and 'pleasure in the teaching profession' were explored as the factors that contribute to the sustaining of teachers' motivation. Teachers' motivation is sustained through their engagement in continuous personal and professional development, which promotes a sense of growth and mastery. Autonomy for exploration is also a critical factor, as it enables teachers to take ownership of their work, and innovate without restrictions, thereby sustaining their job motivation. Furthermore, the pleasure derived from the teaching profession, encompassing the enjoyment of teaching, sense of self-worth, and fulfillment, plays a vital role in sustaining teachers' motivation and driving their pursuit of excellence.
The teachers' experiences were explored into a theme of 'establishing pathways to excellence in the teaching profession'. The results revealed that engagement in exploration and continuous personal and professional development contributed to the sustained motivation of teachers. Teachers who pursued the excellence pathway reported a sense of fulfillment and pleasure in their teaching profession, which was facilitated by their involvement in the process. Moreover, collaboration with others catalyzes personal and professional growth, thereby fostering sustained motivation among educators.
本研究旨在探讨有助于维持医科大学教师积极性的因素。
本定性内容分析研究于2019年8月至2021年5月进行。通过目的抽样法，对伊朗医科大学的教师进行了37次深入的半结构化访谈。采用传统的内容分析方法对数据进行分析。该过程包括五个步骤，即识别意义单元、浓缩意义单元、分配代码、建立类别和子类别，以及识别总体主题。
教师的经历被归纳为“在教学职业中建立卓越之路”。探讨了“参与持续的个人和职业发展”、“探索自主权”和“教学职业中的乐趣”这三个类别，作为有助于维持教师积极性的因素。教师通过参与持续的个人和职业发展来维持积极性，这促进了成长感和掌控感。探索自主权也是一个关键因素，因为它使教师能够对自己的工作负责，不受限制地进行创新，从而维持他们的工作积极性。此外，从教学职业中获得的乐趣，包括教学的乐趣、自我价值感和成就感，在维持教师的积极性和推动他们追求卓越方面发挥着至关重要的作用。
教师的经历被归纳为一个主题“在教学职业中建立卓越之路”。结果表明，参与探索以及持续的个人和职业发展有助于维持教师的积极性。追求卓越之路的教师在教学职业中报告了一种成就感和乐趣，这得益于他们参与这个过程。此外，与他人合作促进了个人和职业成长，从而在教育工作者中培养了持续的积极性。
