Identification and Ranking of Factors Affecting Teachers’ Motivation in Implementing the Fundamental Transformation Document of Education Using the AHP Technique

From the perspective of various researchers, considering the executive factors of the non-implementation of the fundamental transformation document of education, more attention should be paid to factors that can play a fundamental role in the implementation of the document. These factors include: awareness, attention, motivation, implementation of chapters and strategies recorded in the document by teachers of various educational levels, especially secondary school teachers. Research Questions: Main question: What rank do the factors affecting the motivation of secondary school teachers in Marvdasht city have in implementing the fundamental transformation document of education? Three sub-questions are: How is the ranking of individual factors, occupational factors, and environmental factors on teachers’ motivation in operationalizing the fundamental transformation document of education?

The research method is descriptive considering its nature, applied considering its purpose, survey considering its implementation method, and quantitative considering the type of data. The research population included secondary school teachers in Marvdasht city in the academic year 2023-2024 (1850 people); to determine the research sample, a stratified random sampling method was used and the sample was selected (98 people); the research tool was a pairwise comparison questionnaire, a nine-option standardized spectrum (Saati, 1980); validity and reliability (Cronbach’s alpha .88) were confirmed; data analysis was done with Choice Expert software and Hierarchical Analysis (AHP).

The findings showed that: the occupational factor of teachers’ motivation ranks first, the individual factor ranks second, and the environmental factor ranks third; the inconsistency rate of the matrix and the component of the occupational factor indicated the compatibility in the judgments of experts and teachers; the first to fifth components of the occupational factor: salary and reward, nature and working conditions, job responsibility, job security, supervision and monitoring; the first to sixth components of the environmental factor: facilities and budget, school and community communication, community support for the teacher, educational system structure, local culture of the region, political changes and developments; the first to fourth components of the individual factor: meeting individual needs at work, attention to the level of experience and education, commitment and possibility of individual growth, job compatibility with interest and individual ability were obtained.

Among the main factors, respectively, job factor, individual factor and environmental factor, teachers' motivation have higher ranks. Therefore, success in implementing educational programs and activities and the optimal implementation of the fundamental transformation document of education requires the provision of facilities, conditions, and motivations that can pave the way for achieving high educational goals in communication and interaction.