Identification of Casual and Contextual Conditions for Teacher's Training while Working

The purpose of this study was to investigate the causal conditions and contextual condition to teachers’ training while working on the part of the special school of Tehran, Iran. In this qualitative study based on grounded theory (GT), data were collected by review of related texts and semi-structured interviews with 47 (to achieve theoretical saturation and maximum dependability) informant individuals (Present and past managers, teachers and educational experts of special schools) selected through purposive sampling. Data analysis was done using open, axial, and selective coding. The results of the study showed that the two categories are the casual condition for teachers’ training while working 1-individual characteristics (individual aptitude and capacities, internal motives, sense of meaning and purpose in work). 2-characteristics of the teacher's job (the necessity of continuous growth in teaching, the human-nurturing obligation of teachers, the attempt at continuous vocational betterment, the opportunity for the application of acquired knowledge, and the significance of idea development and creativity). The contextual conditions include: 1- Organizational culture (interaction quality, learning opportunity, feedback system, decision-making style, emphasis on innovation), 2- Role patterns (influence of pioneers, principals as learning models, ambition, job engagement), 3-Organizational support (taking the material and spiritual benefits of teachers into account), 4- Quality and quantity of educational programs (consistency between educational, goals, content, methods, evaluation, and facilities). Thus, if the workplace becomes a learning location, learning while working will lead to a constant development in our organization and ourselves,