Identifying factors and consequences of teachers' procrastination and examining its relationship with their emotions: a qualitative research

There are a few studies on the phenomenology and prevalence of procrastination in teachers and its importance and relationship with the emotional and stressful experiences of teachers in Iran. In most existing studies, general self-report scales are used to obtain the results. In the present study, the researcher examines teachers' procrastination and its relationship with their emotional and stressful experiences using a qualitative approach. The target population of this research includes all primary school teachers in district 1 of Yazd city. Among them, 36 male and female teachers were interviewed individually. Ten of them stated that they have never been delayed in carrying out their activities and the delay in their work has not been a reason for their worry and stress. Using the qualitative content analysis method, the data obtained from the interviews with the remaining 26 teachers were analyzed. The results of the data analysis showed that teachers postpone some of their professional duties, such as following up on administrative work and correcting students' work. They have various reasons for this behavior, but the main reason is their unwillingness to perform their duties. In addition, the teachers mentioned that they experience negative emotions when procrastinating. It can be concluded that although procrastination includes negative emotions such as guiltiness and hopelessness, the teachers don't feel much stressed since this behavior doesn't include negative and harmful consequences for them .