Identifying the Factors behind organizational trauma among primary school teachers

Abstract

The current qualitative study aimed at identifying factors behind organizational trauma among the primary school teachers using an exploratory approach. To do so, 20 experts were interviewed and then the data were analyzed using content analysis method. Findings showed that discrimination and inequity, financial abuse, low level of welfare and livelihood, difficulty of assigned responsibility, disease and death, not being professional, tough conditions for occupational promotion, loss of quality, and personal problems (individual factors), politicization of education, insufficient budget and credit, weakness of management, recruitment of inefficient personnel, bureaucracy, lack of organizational support, centralism, poor performance evaluation and reward system, and inappropriate payment (organizational factors), unfavorable condition of workplace, neglecting the education, beneficiaries’ dissatisfaction and protest, teachers’ inappropriate socioeconomic position in society, the decline of education, students’ family problems, having unrealistic expectations of teachers, poor performance of media on the education (environmental factors), limited access to the technological requirements, the cost of technology, inability to utilize educational technologies, lack of appropriate support and utilization of available technologies, riskiness of technology and rapid technological growth and changes in education (technological factors) were recognized as the factors behind the organizational trauma among the primary school teachers. Using the results of this study, the educational policy makers and managers could think how to manage the phenomenon of trauma in the identified domains.

Keywords

• trauma
• organizational trauma
• primary schools
• teachers
• content analysis