چکیده:
Introduction Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education. Method The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used. Results The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational) with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model. Discussion Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.
خلاصه ماشینی:
Teachers' research constraints: lack of research motivation, lack of research culture and research in the curriculum, low quality of training courses and lack of teacher mastery, lack of access to information resources and necessary facilities, absence of a positive attitude among officials and teachers towards research, the impact of teachers' research competencies on learning teacher competencies from students, participatory teaching, effective communication with Sirila 2016 through educational investigations of learners and other school members and classroom management developing research-oriented learning in the classroom individual, social, economic, organizational, and educational factors identifying and analyzing factors, challenges: lack of necessary and sufficient facilities, lack of training refusal and in-service conditions and lack of teacher awareness, solutions: providing 2016 Saedi measures, developing technological infrastructures, increasing motivation and teamwork and in-service training lack of leadership support, lack of information from institutions Puplampu 2015 regarding research output, communication, institutional support, and related values research output lack of sufficient time to conduct research in the curriculum and AlshBuormga&meri constraints for teachers due to insufficient information about research despite readiness for 2012 conducting research activities, inability in problem identification ,Enayati research obstacles from the perspective of obstacles: financial, lack of belief in organizational research culture, & Zameni 2012 teachers in Behshahr, lack of trust in research results, motivational, and databases Ghorbani the influential role of leaders in supporting and creating a safe space developing research culture and research atmosphere, attention to individual and social conditions and situations, encouraging researchers to engage in participatory work, Evans 2007 the role of leaders' approach, financial support, respect for ideas and research suggestions and creating smart media networks The volume and content of textbooks with an emphasis on teacher-centeredness and rote memorization, as well as the importance of the grading system as a final evaluation in the country's current education system, were other obstacles mentioned by the participants of the present research.
(
, 
, 
)
