Validation of an Personal Development Program Model Based on Workplace Learning in the Education System
Keywords:
Personal Development Program, Workplace Learning, Learning Climate, Teacher Development, Iranian Education SystemAbstract
The objective of this study was to validate a model for personal development programs grounded in workplace learning components within the Iranian public education system. This research employed a mixed-methods exploratory design consisting of both qualitative and quantitative phases. In the qualitative stage, data were gathered through semi-structured interviews with 13 educational experts, selected via purposive sampling, until data saturation was achieved. Content analysis was applied to identify the dimensions and components of workplace learning. In the quantitative stage, a researcher-made questionnaire comprising 68 items across 17 components was developed based on qualitative findings. The statistical population consisted of 9,600 first-cycle secondary school teachers in Mazandaran Province, from which 370 participants were selected through multistage cluster sampling. Data were analyzed using confirmatory factor analysis (CFA), structural equation modeling (SEM), and validity assessments including AVE and HTMT. The confirmatory factor analysis indicated a good model fit (e.g., RMSEA = 0.059, CFI = 0.941). Structural modeling revealed that “learning climate” had the most significant positive effects on all personal development dimensions, particularly problem-solving, resilience, motivation, and creativity (all p < 0.001). “Continuity and persistence” also had significant positive effects on job knowledge, team spirit, and learning motivation. In contrast, “structuring” and “demand orientation” showed significant negative effects on creativity and resilience. All AVE values exceeded 0.50, and HTMT values confirmed acceptable discriminant validity among constructs. The results validate a multidimensional, context-specific model linking workplace learning components to personal development outcomes among educators. The findings underscore the critical role of a supportive learning climate and sustained engagement in fostering key personal and professional competencies, while suggesting that overly structured or pressure-driven environments may hinder growth.
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Copyright (c) 2024 Seyedeh Zahra Hadian, Ladan Salimi, Vahid Fallah (Author)
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