محسن زمانی چریانی

This research aimed to explore organizational socialization in the ecosystem of public education in Iran. This study was conducted using a mixed-method (qualitative-quantitative) approach. The qualitative part employed content analysis with an interpretive approach, following Attride-Stirling’s approach. The research environment in this section included articles and books in the field of organizational socialization. Data analysis in the qualitative section revealed the dimensions of organizational Socialization, including organizational adaptability, active behavior, organizational culture, future envisioning, and organizational proceduralism. The quantitative part used a descriptive survey method. The statistical population in the quantitative section consisted of teachers employed in different grades of public schools in selected provincial centers in 2021, who were selected through convenience sampling. The research instrument was a 127-item questionnaire derived from the qualitative part of the research and based on a 5-point Likert scale with content validity confirmed by subject matter experts and face validity established by several members of the target population. Structural validity was assessed through confirmatory factor analysis, and reliability was measured with Cronbach's alpha, which exceeded 0.70 for all items. Quantitative data were analyzed using descriptive and inferential statistics, including factor analysis. Based on the factor loadings obtained for each item, the research model demonstrated desirable validity. To promote organizational socialization for novice and experienced teachers, it is recommended to utilize the actions derived from this research in organizational policy levels and teacher training programs.

The aim of this study was to present an organizational socialization model for public school's teachers in Iran by the use of qualitative research method and Sterling thematic analysis .The scope of the research was all foreign articles in the years 2000 to 2022 and domestic articles in the studied area in the years 1389 to 1399. Of these, 56 articles were selected,analized and coded. After the data saturation, their analysis was done with the inductive method of thematic analysis through coding and categorization by the validation method of "using independent coders".Based on the research findings , the themes obtained in this research include 5 organizational themes (organizational adaptability, proactivity, organizational acculturation, future envisioning, and organizational procedures) and basic themes include 14 themes (Organizational adaptability included three basic themes, which include professional skills training, organizational change management training, and organizational conflict management training. Active activism included three basic themes, which include job responsibility, job identification, and entanglement. Organizational acculturation included four basic themes, which included value orientation, normativeness, moralism, and assimilation. They are. Future visualization included two basic themes, which include future monitoring and job scenario planning. Organizational procedure included two basic themes, which include talent cultivation and transparency) and 127 initial propositions have been obtained, which are placed around the main theme of the research (organizational socialization) and have formed the thematic network of organizational socialization. The results of the research showed that organizational adaptability, proactivity, organizational acculturation, envisioning, and organizational procedures are among the main components of organizational socialization. Therefore, it is suggested that the main components in the work process of teachers should be taken into consideration in the education system, while setting the stage for their greater adaptation to their respective organizations.