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This study aimed to design and validate the coaching model and its effectiveness on teachers' perception of fear of teaching. It was a mixed methods study and included both qualitative and quantitative parts. In the qualitative part, according to the principle of theoretical saturation, using the purposeful sampling method 32 sample and to validate the questionnaire, 360 samples were used. In the qualitative part, the survey and interview method, and in the quantitative part, the scale of teachers' perception of fear of teaching was used (N=44). It was a mixed exploratory study (qualitative and quantitative). In the qualitative part, with a three-step systematic approach, open, central and selective coding was done by MAXQDA software and with the thematic analysis approach. In the quantitative part of the data analysis method, this research was a Quasi-experimental pre-test- and post-test design with a control group and a follow-up phase. Descriptive and inferential statistics (intergroup covariance test) were used to analyze the data. The results of the research showed that teachers feel afraid and threatened to expose their teaching performance over their colleagues, so that this transfer of experience improves their teaching. Therefore, this method allowed teachers to analyze their teaching outputs and results with educational leaders and thereby achieve their personalized teaching based on content and culture.

This study aimed to investigate the criticism by Coffey, Holbrook, and Atkinson (1996) against the grounded theory, claiming that the widespread use of software in coding has led to excessive emphasis on traditional coding procedures, adoption of certain standards, and adoption of a linear coding procedure, which can hinder the process of analysis. For the purpose of analyzing this claim, eight cognitive task analysis interviews were conducted with managers of two regional companies affiliated with the National Iranian Oil Refining and Distribution Company (NIORDC). Two different groups were set out to code the texts. The first group used the Strauss and Corbin’s (1994) grounded theory approach, using NVIVO. The second group based their work on the Crandall, Klein, and Hoffman’s (2006) cognitive task analysis approach, using an intertextual procedure. Finally, the codes of the two groups were compared together. The results revealed more coded sentences and more practical conceptual categories in the second group.

This multitraits-multimethods study aims to formulate a model for authentic leadership in higher education. For so doing, the grounded theory has been used as the research methodology. For this study to be conducted, there were two groups of participants for the qualitative and quantitative sections. The former consisted of 13 academic elites specializing in educational management while the latter included 331 people who were randomly selected from the lecturers and staff of management faculties of Azad, Open, Farhangian and national universities of western provinces of Iran. These participants were kindly begged to fill out a researcher-made questionnaire. There were three phases for the data analysis; open coding, axial coding and selective coding. Data analysis led to designing a qualitative model for the study. The results provided a paradigmatic model including authentic leadership in higher education as an axial concept, causal conditions, underlying factors, intervening factors, processes and consequences. Confirmatory factor analysis approved the conceptual model provided by the quantitative module of the study.

Encoded part process of knowledge production and the creation of grounded theory approach is grounded in theory .This view layout management questions or queries starting with data collection through in-depth interviews reflective observation over time takes shape .And it continues with the ongoing systematic analysis and ultimately led to the production of knowledge and by providing stability theory, there is but then stopped. A research project based on this method, when the success of product research, it appears that not only answer your questions, but early research is producing new questions Tamvzv provide follow-up investigations. This way, one of the types of qualitative research methods, the main purpose of expressing social processes, education and educational theory. The method with a different approach, research is exploratory survey And Data Analysis constant comparison within the three phases of open coding ,axial coding, and selective coding accomplished. The present article aims to introduce, the importance, procedure and in particular the fundamental qualitative research "encoded" and cultural context and needs of the interns, has been done And attempts to characteristic pattern of concept code on the process provide internship projects.

The script writer and narrator metaphor for individuals is a key concept in narrative psychology; this is so important that narrative identity is a fundamental concept in the domain of narrative and identity. Narrative theory and approach has found its way through various aspects of psychology and a plethora of research has been conducted in this regard. This paper aims to introduce different qualitative and quantitative methods in analyzing narrative data in addition to review stages of quantitative analysis and establishing reliability in narrative research. To reach this goal, first we review general necessary concepts of narrative; then we discuss methodology of narrative research in detail. In doing so, we differentiate qualitative versus quantitative analysis methods and highlight different quantitative analysis approaches for coding narrative data. Establishing reliability is a foundational process in quantitative data analysis hence we discuss steps of this process and introduce statistical coefficients of interrater reliability and their especial applications.