Identifying and Classifying the Dimensions and Components of Self-Directed Learning for the Professional Development of Education Staff
Keywords:
education and training system, learning, employee professional development, self-directed learningAbstract
This study aimed to develop and hierarchically structure a comprehensive model of self-directed learning to enhance the professional development of education staff. A sequential qualitative design was employed; first, inductive qualitative content analysis based on semi-structured interviews with 22 academic and organizational experts was conducted, and then interpretive structural modeling (ISM) was applied with 12 senior education administrators to determine hierarchical relationships among the extracted constructs. Instrument validity was confirmed through expert review, and reliability in the second phase reached 0.88 using the test–retest method. The results revealed an integrated model consisting of 8 dimensions, 24 components, and 114 indicators. The four-level causal hierarchy showed that “learning strategies” and “learning while working” formed the most operational layer, whereas “human resource empowerment” and “organizational learning agency” emerged as the deepest structural and policy-driven determinants. The proposed framework provides a coherent, policy-oriented roadmap for institutionalizing self-directed learning and offers a strategic foundation for sustainable professional development within the education system.
Downloads
References
Dille, K. B., & Rokenes, F. M. (2021). A scoping review of the formal development of professional teacher training. Teacher and Teaching, 10(5), 413-431. https://www.sciencedirect.com/science/article/pii/S0742051X21001554
Gibbons, M. (2020). The self-directed learning handbook: Challenging adolescent students to excel. John Wiley & Sons. https://download.e-bookshelf.de/download/0000/5870/39/L-G-0000587039-0002327022.pdf
Hashemzehi, E., & Nikpour, A. (2022). Designing a model of factors affecting the strategic rehabilitation of human resources in the judicial system of the country. Transformative Human Resources Journal, 1(2), 73-53. https://journals.iau.ir/article_695128.html
Khani, F., Ebrahimi Salah, a.-D., Mohammadi, F., & Gholami, B. (2021). Designing a competency development model for Islamic Iranian administrators in governmental organizations: A qualitative study in education. Human Resource Development and Training, 8(30), 72-47. https://doi.org/10.52547/istd.31331.8.30.47
Kiavani, S., Lotfollahi, M., & Rad, M. (2023). Defining a factor model affecting self-directed learning of employees in the police command of West Azerbaijan Province using a combined approach (DANP). Police Organizational Development Journal, 1(84), 140-103. https://www.magiran.com/paper/2613692/
Malarrzaei, M. (2022). Designing a self-directed learning model at the University of Medical Sciences using the meta-synthesis method. Transformative Human Resources Journal, 1(4), 33-18. https://journals.iau.ir/article_699566.html
Motasemi, H., Ahmadinejad, K., Solavati, A., & Taheri Goudarzi, H. (2022). Presenting a model for professional growth of employees in Iranian governmental organizations in line with the general policies of the administrative system. Strategic and Macro Policies, 10(39), 535-508. https://www.jmsp.ir/article_148224.html
Mousavi Seyed Najm, a.-D., Shari'at Nejad, A., & Sa'edi, A. (2018). Designing a human resource risk management model in governmental organizations using grounded theory. Human Resource Studies Quarterly, 8(28), 121-142. http://www.jhrs.ir/article_76798.html
Noori, R., Khodadai Tirkolayi, H., & Shahrayan, A. (2021). Developing self-directed learning within the curriculum; concepts and perspectives. Curriculum Planning and Educational Research, 11(1), 128-111. https://sanad.iau.ir/journal/jcdepr/Article/1082150/FullText
Porsesh, S., Ghasemizadeh, A., & Moshayekh, P. (2021). Identifying components of professional growth for primary education teachers and administrators using thematic analysis. Sociology of Education, 7(1), 265-254. https://iase-jrn.ir/index.php/se/article/view/201
Rezaei Rad, M., Jafarkhani, F., Maghami, H., Jabbari, M., & Maghisi, D. (2024). Design of language learning community-based instruction and its impact on self-directed learning, academic motivation and academic self-efficacy among students. Teaching Research, 1, 83-90. https://trj.uok.ac.ir/article_63276.html
Sharifi, M., Shaker Ardakani, M., & Amrollahi Biouki, N. (2021). Identifying the risk factors of human resources concerning teacher retention from a qualitative perspective. Organizational Resource Management Research, 11(4), 74-47. https://jast.modares.ac.ir/article-28-49737-fa.html
Taheri, A. (2024). The Effect of Metacognition on Self-Directed Learning. Andisheh Publications.
Talebzadeh Shushtari, M., & Boyeri, I. D. B. Z. (2024). Design and test of a causal model of self-directed learning based on emotional creativity, tendency to critical thinking and academic vitality with the mediation of achievement motivation. Journal of Psychological Sciences, 23(137). https://psychologicalscience.ir/article-1-2205-fa.html
Tian, X. (2025). A Study on Teacher Professional Growth and Teaching Improvement Strategies Based on Reflective Practice. International Journal of Education and Social Development. https://doi.org/10.54097/t7zxmw47
Xiu-Juan, F., Xiao-Hui, C., Huan, L., & Xiang-Xiang, L. (2024). Serial multiple mediation of psychological capital and self-directed learning ability in the relationship between perceived stress and professional identity among undergraduate nursing students in China: a cross-sectional questionnaire survey. BMC Medical Education, 24, 1450. https://doi.org/10.1186/s12909-024-06459-y
Yang, D. (2024). The Mediating Role of Psychological Capital on the Relationship Between Perceived Stress and Self-Directed Learning Ability in Nursing Students. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-02094-6
Yonson, S. M. (2025). Lived experiences of teachers in achieving the standard competencies: Basis for continuous professional development in Nasipit district. Pantao (International Journal of the Humanities and Social Sciences). https://doi.org/10.69651/PIJHSS0403452
Zhao, J. (2025). An Investigation Into the Professional Development of Foreign Language Teachers From Science and Engineering and Colleges in the Background of “New Liberal Arts”. 2(2), 142-149. https://doi.org/10.62517/jhet.202515222
