An Educational Productivity Model for Teachers of the Distance Educational Systems

The aim of this study was to provide a model for improving the educational productivity of distance learning teachers. In this article, first, the elements that make up the educational productivity of distance education teachers were identified, and then the model of improving the educational productivity of distance learning teachers was designed and validated based on local conditions and requirements of the education system around the country. The methodology is applied in terms of purpose and mixed method in terms of approach. The statistical population in the qualitative section of all the experts in the field of distance learning and educational productivity is the sampling method and purposeful snowball and 26 experts from the field of productivity, educational productivity and distance education were selected as the sample of the study. The statistical population is a quantitative part of the research, including all teachers of the distance education system of Islamic Azad University in electronic unit. The population was 164 people, all of whom were selected for sample research using a census method. In order to collect the research data in the qualitative section, a semi-structured interviewing instrument was used which was both reliable and reliable. In the quantitative part, a researcher-made questionnaire was used and the validity of the questionnaire was evaluated by the content-based content validity method and its reliability was estimated by Cronbach's alpha coefficient 0/92 was calculated. Qualitative data analysis was performed with a thematic analysis method and quantitative part with confirmatory factor analysis method. The results of this study revealed that 21 factors affect educational productivity of teachers of the distant education system have a significant and positive effect on the educational productivity of educators in the educational system. According to the results, if we seek to improve the educational productivity of teachers in any education system from distance, the status of 21 identified factors (teacher's individual abilities, educational system environment, content and content provided, learners' status ) should be improved to desirable levels.