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Volume 0, Issue 0 (3-2020)
Abstract
Background and Objective: The aim of this research was to study the comparison of the effectiveness of the organizational intelligence training and empowerment of employees on increasing job satisfaction in employees with job stress in Persian Gulf Star Oil Company.
Methods: This design of the study was pretest, post test control group. The sample include 60 employees with job stress (20 group experimental 1 (organizational intelligence training), 20 group experimental 2 (empowerment of employees) and 20 group control) were selected randomly sampling and they were requested to answer job satisfaction MINNESOTA scale and scale and job stress Raise (1992) scale questionnaire. For analyzing the results we used covariance (ANCOVA) and variance (ANOVA).
Results: The results of data analysis showed that as organizational intelligence training caused the increasing in job satisfaction in employees with job stress experimental (1) groups in comparison to the witness group and that as empowerment of employees caused the increasing in job satisfaction in employees with job stress experimental (2) groups. in comparison to the witness group It also concluded that there is any significant difference between effectiveness of the organizational intelligence training and empowerment of employees on increasing job satisfaction in employees with job stress and empowerment of employees was more effectiveness than organizational intelligence training on the increase of job satisfaction in employees with job stress.
Conclusion: Based on the results, it is suggested that different companies and institutions, with the collaboration of psychologists and organizational consultants, pay particular attention to the approach of organizational intelligence training and employee empowerment.
Volume 8, Issue 0 (4-2018)
During the last decade, we have witnessed the emergence of a procedural framework, which is based on the rules of citizenship rights. The process of legislative formation and monitoring the implementation of the rights for disabled people is considered as an obligation and is one of the supportive requirements. The provisions of the comprehensive laws about the disabled people’s rights was reviewed in the framework of the international convention for the first time. This is a prelude to the social integration of the disabled based on the agent's explanations, and it is a step towards the adaptability of the power of the disables to the community. Establishing supportive laws for people with disabilities in the light of the adoption of guidance, monitoring, and supportive methods will cause the presence of this group in society. Adoption of these laws has happened after the drafting of the comprehensive protection of disabled people’s acts in 2004, in the form of international laws such as the Universal Declaration of the Disabled in 1975, and the International Convention of the Disable people’s Rights adopted in December 2006, and is a turning point in streaming disabilities. The main objectives of the present paper was to analyze the legislative dimensions and eliminating the ambiguous points of the law, which promote the mechanism of policy, urbanization, accessibility, mobility, health services, rehabilitation of sports, cultural affairs, artistic matters, educational facilities, entrepreneurship and employment, culture promotion, raising public awareness, creating conditions for civilization and citizenship. Also, the focus of the study was on three areas of prevention, rehabilitation, and equal opportunities, and researched by providing a mechanism for restoring the efforts of laws that are supportive and able to absorb people with disabilities into the community. Given this necessity, this paper tried to examine the obligations of the Islamic Republic of Iran regarding the binding elements of the disabled peoples’ rights from the two perspectives of international law and domestic law, with particular attention to the two documents mentioned above and the comparative approach between these two instruments. In this study, rights to education, rights to participate in the cultural life of the community, and rights to obtain information for disabled people were studied and have been assessed. First, we had to provide a comprehensive definition of disability and rehabilitation to describe the capacity of optimal disability participation. Being a disabled person means having a mental or physical disorder that essentially restricts one or more vital activities of life. The philosophy of equalizing opportunities for disabled people is a process. In which the facilities used by the public, such as housing, transportation, health services, vocational and employment facilities, cultural services, sports, and recreation, which are provided to all segments of society, would be beneficial to disabled people, too. Therefore, to disabled people to be included in the circle of enumeration, we should overcome the environmental and social barriers that they face on with that. Rehabilitation based on creating equal opportunities for people with disabilities has been highlighted in the International Organization for disabled people manifesto, in1981. Equalizing opportunities for people with disabilities requires a society free from any discriminations. The universal plan of action for people with disabilities (adopted by the United Nations in 1982) transformed the principle of equal opportunities into a global issue. However, especially in developing countries, the issue of realizing this principle faces many challenges and ambiguities; but in general, the issue of equal opportunities encourages different countries to integrate the social life of disabled people with ordinary people’s experience in other sectors of the society.
Volume 8, Issue 0 (4-2018)
Methods: This study was a quasi-experimental study of pretest-posttest design with control group. Play therapy was implemented only on the experimental group and its effects on the posttest scores of the experimental group was compared to the control group. The statistical population of the study consisted of all sixth-grade female students with specific learning disorder in Baharestan county during the school year of 2017-2018 and 30 individuals (15 experimental, 15 control) were selected randomly using convenience sampling and were assigned into two groups of experimental and control. The research instruments included the Parandin Social Self-empowerment Questionnaire (2006), Bagby et al.’s Alexithymia Scale (1994) and ten 60-minute sessions of training Asadi and Asadbeigi’s Cognitive Behavioral Play Therapy (2017). Data were analyzed by SPSS software version 22 and multivariate analysis of covariance test.
Results: The mean and standard deviation of the social self-empowerment of the experimental group were 260.07±29.247 before the intervention, and 326.88±25.362 after the intervention. The mean and standard deviation of alexithymia score in the experimental group was equal to 90.56±5.672 before the intervention and 65.06±4.238 after the intervention. Also, the size of the effect of social self-empowerment score was 0.508 (p<0.01) and the size of the effect of alexithymia was 0.416 (p<0.01). Also, the results showed that there was a significant difference between the pretest and posttest means of social self-empowerment scores and alexithymia in the experimental group (p<0.01), but these changes were not significant in the control group.
Conclusion: The results showed that play therapy is effective in increasing social self-empowerment and its components and decreasing alexithymia in female students with specific learning disorder. Therefore, it is recommended that, along with other therapeutic methods, play therapy be used to increase social self-empowerment and to treat of alexithymia symptoms in students with specific learning disorder. Finally, it is necessary to use cognitive-behavioral group therapy education as an effective educational intervention in support of students with specific learning disorder.
Volume 10, Issue 0 (3-2020)
Methods: This research was quantitative and qualitative. This research designed in two stages: In the first stage, the researcher examined and identified the dimensions of cognitive empowerment using a qualitative design (Foundation Data from Open Coding Method) and tried to develop a program that fits this theoretical framework and developed the status of the research samples. At this stage, the purpose of the qualitative design, that was, the researcher used various studies in the past to find suitable components for education and to formulate a cognitive-social empowerment training program using these components. Secondly, the program implemented in a pilot project to evaluate its effectiveness on the variables of language proficiency and cognitive executive performance. In the quantitative part of the study, subjects were pre-tested to determine their current status according to inclusion and exclusion criteria. After the end of the educational program, the children tested for the post-test. To investigate the long-term impact of program implementation on research variables, using a pilot design with an experimental group and a control group with pretest-posttest and follow-up. A follow-up test performed after four weeks. The statistical population consisted of all children between 4-6 years of age in Tehran 14 who were educated in preschool centers in Tehran in 1977. The sampling method in this study was cluster random. In this way, district 14 of Tehran selected randomly. Then a list made of the preschool centers in the area (49 preschool centers). Subsequently, three centers chosen by lot from preschool centers in district 14 of Tehran and children from these preschools screened (to identify children with attention deficit hyperactivity disorder). Then, 60 children randomly selected from the identified children and randomly assigned into two groups of 30 experimental and control groups. The research tools were Conner’s Questionnaire (1998), Jiviya et al. Cognitive Executive Function Rating Questionnaire (2000), Matson Social Skills Questionnaire (1983), Nyusha Malaieri et al. Language Skills Test (2009). Educational intervention consisted of cognitive-social empowerment that administered to the experimental group during five sessions. Content of sessions include visual attention, flexibility, self-regulation, response inhibition, auditory attention and response set, tower, memory, behavioral control, motor exercises, maze, mental flexibility, grouping, problem-solving, storytelling, and speaking, Interpersonal skills were listening skills, group harmony, familiarity with social roles and expectations, auditory and motor coordination. Data analyzed by repeated-measures analysis of covariance and analysis of variance performed with repeated measures.
Results: Findings using covariance analysis showed that cognitive-social empowerment training is effective on executive-cognitive functions (p<0.001). Also, findings using covariance analysis showed that cognitive-social empowerment training is effective in language skills (p<0.001). Finally, using covariance analysis showed that there was no significant difference between the scores of executive-cognitive functions and language skills in the post-test and follow-up stages of the experimental group.
Conclusion: Therefore, the implementation of workshops called Cognitive-Social Interventions to improve the executive-cognitive functions and language skills is suggested to parents and educators of these children.
Volume 11, Issue 0 (3-2021)
Methods: This was a quasi–experimental research with a pretest–posttest–follow–up and a control group design. The statistical population consisted of all 4– to 6–year–olds attending kindergartens and preschools in Tehran City, Iran, in the 2015–2016 academic year; 30 eligible volunteers were selected by convenience sampling method. They were randomly placed in the experimental and control groups (n=15/group). The inclusion criteria of the study were the age range of 4 to 6 years; living with both parents; no psychiatric disorders per the Wechsler Intelligence Scale for Preschool and Preschool Children (WPPSI–III; 1967); no severe movement problems (based on the medical records); not using medications (per parental reports); no family relationship problems; no diseases that disrupt the treatment, and parental consent for the children to participate in the study. The exclusion criteria were absence from >1 treatment sessions and the parents' dissatisfaction with the continuation of the participation in the study. The research tool was WPPSI–III, i.e., performed in the study groups at pretest, posttest, and follow–up steps. The experimental group was trained by the QEP in 12 one–hour group sessions in 3 months (3 sessions/mon). This program is particularly designed for preschoolers to improve their reading, comprehension, memorizing, listening, mathematics, and visual–spatial skills. The control group received no training. Moreover, the follow–up phase was performed after 6 months in the research groups. Data analysis was implemented by repeated–measures Analysis of Variance (ANOVA) and Bonferroni posthoc test in SPSS at the significant level of 0.05.
Results: The obtained findings indicated no significant effect of group on the total intelligence (p=0.206); however, the effect of time was significant on this variable (p<0.001). Thus, there was a significant difference between the mean total intelligence scores in the 3 measurement stages. The time×group interaction was also significant (p<0.001). Therefore, there was a significant difference in the total intelligence score between the study groups in the research stages. Furthermore, the effect of the group was not significant on practical intelligence (p=0.400); however, the effect of time was significant in this respect (p<0.001). Accordingly, there was a significant difference between the mean practical intelligence scores in the 3 measurement stages. The time×group interaction was also significant (p<0.001). Thus, there was a significant difference in the total intelligence score between the study groups in the research stages. The effect of the group was not significant on verbal intelligence (p=0.170); however, for this variable, the effect of time was significant (p<0.001). Therefore, there was a significant difference between the mean verbal intelligence scores in the measurement stages. The time group interaction was also significant (p<0.001). Thus, there was a significant difference in verbal intelligence between the study groups in the research stages. Additionally, the Bonferroni posthoc test data indicated significant differences in the pretest and posttest (p<0.001), as well as pretest and follow–up (p<0.001) stages concerning total intelligence, verbal intelligence, and practical intelligence. Moreover, significant differences were observed in the posttest and follow–up phases respecting total intelligence (p=0.001), practical intelligence (p=0.023), and verbal intelligence (p=0.001). In the follow–up phase, total intelligence and practical intelligence scores were increased; however, verbal intelligence was declined.
Conclusion: Based on the present research findings, it is possible to enhance the intelligence score of 4–6–year–olds in Tehran by the QEP. The QEP is an interactive and beneficial parent–child educational program for enriching preschoolers’ intelligence.
Volume 11, Issue 0 (3-2021)
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population consisted of all parents of children with ASD referring to the care center for children with ASD covered by the Welfare Organization in Kermanshah City, Iran. The research sample included parents who were eligible and willing to participate in the study. The study participants were selected by convenience sampling method. In this study, the number of required samples was determined as <90 subjects according to the sample size formula for interventional research. Accordingly, the study participants were randomly assigned into the test and control groups (n=45/group). The inclusion criteria of the study included the awareness of the child's diagnosis; the lack of critical bio psychological conditions once completing the questionnaire; no hearing or speech problems; being able to communicate in Persian; having a minimum literacy level; not attending similar programs while studying and in the past; living in or around Kermanshah, and desire to participate in the research. Individuals who were reluctant to cooperate and had known chronic bio psychological illnesses, including anxiety disorders were excluded from the study. Data collection tools in this study consisted of a researcher–made questionnaire, containing the demographic characteristics of parents participating in the study and the Beck Anxiety Inventory (Beck & Steer, 1990). The pretest and posttest steps were performed on all research subjects by Beck Anxiety Inventory. The intervention group received seven 30–minutes sessions in 3 months. Descriptive statistics, including mean, standard deviation, variance, and frequency tables, as well as inferential statistics, including Independent Samples t–test were applied for comparing the pretest and posttest results between the study groups in SPSS. According to the objectives of the study, frequency, mean, and standard deviation (descriptive statistics) as well as Kolmogorov–Smirnov test, Leven’s test, Paired Samples t-test, and Analysis of Covariance (ANCOVA) (inferential statistics) were used to analyze the obtained data at the significance level of 0.05.
Results: The current study results revealed a significant difference in anxiety between the family empowerment training and the control groups at the posttest phase (p<0.001). The effect size was measured as 0.75, suggesting the difference between the study groups at the posttest was due to the family empowerment training. Therefore, family empowerment training reduced anxiety in the experimental group. Moreover, based on the results of Paired Samples t-test, there was a significant difference in the mean values of anxiety between the pretest and posttest phases in the experimental group (p<0.001); however, no significant difference was observed in the control group in this respect (p=0.091).
Conclusion: The present study findings suggested that anxiety management education for the families of children with ASD was effective and reduced anxiety in the intervention group.
Volume 12, Issue 0 (4-2022)
Abstract
Background & Objective: Through research on employees of organizations, their shortcomings can be realized, and the path to growth and excellence can be found. In the meantime, all employees, from ordinary to those with disabilities, contribute to this procedure. It is necessary to know that a significant part of the country's population comprises people with disabilities. Hence, polling these people and other employees helps the organization's effectiveness. Accordingly, with the increase of competition in the field of sports and the evolution of its perspective as a sports industry, evaluating the efficiency of the employees of sports federations as the basic pillars of the country's sports promotion has an important position that in recent years, evaluating the performance of people working in this position in various federations and measuring them from different ways has been considered by researchers. Spirituality in the workplace has a tremendous impact on the organization because the organization, through the development of the human environment, causes the maximum growth of employees to achieve their capabilities. Therefore, the present study was conducted to model spirituality in the workplace based on a professional commitment with the mediating role of psychological empowerment.
Methods: The method of this research is descriptive correlational of structural equation modeling, in which the relationship between predictor, criterion, and mediator variables was examined. The research purpose is part of developmental research. In this study, workplace spirituality was considered a criterion variable, psychological empowerment as a mediating variable, and professional commitment as a predictor variable. First, the relationships between variables were analyzed using research tools, which is a questionnaire, and then the model was developed. The statistical population consisted of all employees of selected sports federations (Volleyball, Football, Taekwondo, and public sports in 2018–2019). They were selected through a stratified random sampling method based on the population size. Finally, 400 people were chosen, including 104 people (26%) from the Public Sports Federation, 128 (32%) from the Taekwondo Federation, 72 people (18%) from the Volleyball Federation, and 96 people (24%) from the Football Federation. To collect data, they answered the questionnaires on Spirituality in the Workplace by Milliman et al. (2003), Professional Commitment by Mier et al. (1993), and Psychological Empowerment by Spritz and Mishra (1995). For data analysis, SPSS software and LISREL were used. The significance level was set at 0.05.
Results: In this study, the statistical characteristics of the subjects in the research variables were examined, which showed that the proposed model of the relationship between these variables has an acceptable fit. The results showed a positive and significant correlation between all components of spirituality variables in the workplace (significance, sense of solidarity, and alignment with the organization), professional commitment (emotional, continuous, and normative), and psychological empowerment (competence, autonomy, significant impact, and trust). Results showed that professional commitment has positive and direct effects on spirituality in the workplace (p<0.001, β=0.56) and on psychological empowerment (p<0.001, β=0.91). Also, psychological empowerment has a positive and direct effect on spirituality in the workplace (p<0.001, β=0.42), and professional commitment mediated by psychological empowerment (p<0.001, β=0.38) has a significant and positive indirect effect on spirituality in the workplace. The fit indices equal to CFI=0.97, NFI=0.94, IFI=0.94, AGFI=0.90, and RMSEA=0.051 were obtained, showing that the assumed model fits relatively well with the data.
Conclusion: Considering the significant effect of professional commitment and psychological empowerment on spirituality in the workplace and the possibility of manipulating and training these variables, the results of this study have applications for promoting mental health and employee development in the organization.
Volume 12, Issue 0 (4-2022)
Background & Objectives: Researchers widely believe that teaching is highly stressful. Besides, teachers are more prone to encounter mental health problems than other occupations. Low salaries and benefits, high workload, long working hours, and the lack of managerial support are stressors that challenge teachers. Accordingly, most teachers experience burnout and decreased motivation and efficiency in their jobs. Job burnout includes emotional exhaustion, depersonalization, and personal inadequacy; thus, it is a psychological condition. Success and achieving organizational goals are directly related to managers' ability to motivate and empower individuals. The multi–axis model considers job selection a process of dynamic growth and development, i.e., formed within individuals’ lifestyles. It is influenced by their self–concept, general needs, and efficiency in decision–making. Thus, this research aimed to study the effects of job empowerment based on the Shafiabadi multi–axis model on job burnout in teachers.
Methods: This was a quasi–experimental study with pretest–posttest, follow–up, and a control group design. The study’s statistical population included all teachers working in District 2 of Tehran City, Iran, in 2019. To select the study sample, 30 teachers were selected by non–random and convenience sampling method and divided into the experimental and control groups by homogenization and randomization (n=15/group). The inclusion criteria of the study included obtaining an average score higher than the average of 13 for the emotional fatigue subscale, 26 for the lack of individual success, and 7 for depersonalization in the Burnout Questionnaire (Maslach & Jackson, 1981), the age of 30–45 years, no certain physical diseases, and not receiving medication, and psychotherapy for the past year. The research instrument was the Job Burnout Questionnaire (Maslach & Jackson, 1981). The training was performed in the experimental group in eight 90–minute weekly sessions based on Shafiabadi's multi–axis model (2019). Furthermore, descriptive statistics (mean & standard deviation) and inferential statistics, including repeated–measures Analysis of Variance (ANOVA) and Bonferroni post hoc test, were used in SPSS at the significance level of 0.05 to analyze the obtained data.
Results: The collected results indicated that job empowerment training in the components of emotional fatigue for intragroup factor (p<0.001) and intergroup (p<0.001), depersonalization for intragroup factor (p<0.001), and intergroup factor (p=0.20), the lack of individual success for intragroup factor (p<0.001) and intergroup factor (p=0.020) and the overall score of job burnout for intragroup factor (p<0.001) and intergroup factor (p=0.015) were significant. Moreover, the achieved results outlined a significant difference between the mean pretest–posttest scores and follow–up values concerning emotional fatigue (p<0.001, p<0.001, respectively), depersonalization (p<0.001, p<0.001, respectively), the lack of individual successes (p<0.001, p=0.040, respectively), and the total score of job burnout (p<0.001, p<0.001, respectively). Difference between the mean scores of the posttest and follow–up stages respecting emotional fatigue (p=0.720), depersonalization (p=0.190), lack of individual success (p=0.070), and the total score of job burnout (p=0.059) was not significant; the stability revealed the effect of the intervention for job burnout and its subscales.
Conclusion: Based on the present research findings, Shafiabadi's multi–axis model reduced teacher job burnout due to the nature of the training provided based on the basic concepts of its theory, including self–concept, dynamism, decision–making, purposefulness, and needs.
Volume 12, Issue 0 (4-2022)
Background & Objectives: Developments in societies during recent decades have imposed the responsibility of managing life and high–stress levels on women who are the heads of households. Factors such as death, addiction, disability, and migration of the husbands, transfer the family's responsibility to women, which imposes them a lot of insecurities and additional tasks, such as loss of income and dual parenting roles. Many families belong to low socioeconomic classes and suffer from severe economic problems. Therefore, employment and entrepreneurship are necessary for their empowerment. Empowering female heads of the family can improve their mental health and personal and social life. Social support, employment, and entrepreneurship are missing components in women's empowerment. Empowerment of female–headed households is one of the issues that can help improve women's mental health indicators and their personal and social life. This study aimed to evaluate the effectiveness of vocational empowerment based on Shafiabady's Multi–Axial Pattern of Vocational Choice (SMPVC) on job engagement and self–efficacy of female–headed households living in Tehran City, Iran.
Methods: The research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population consisted of all female heads of families living in Tehran during 2019. A total of 30 women were selected by the available sampling method and randomly assigned into experimental and control groups (n=15 for each group). The inclusion criteria were being the female head of household, living in Tehran, having consent to participate in the project, not using drugs and psychotropic drugs, lacking mental and personality disorders (based on self–report) or acute and chronic physical illnesses, not participating in other treatment programs at the same time, and not receiving individual counseling or medication. The exclusion criteria of the experimental group included absenteeism for more than two sessions of the intervention and dissatisfaction with participation in the sessions. Vocational empowerment based on SMPVC was administered to the experimental group in eight 90–minute sessions for 2 months. Research tools included the Utrecht Work Engagement Scale (Schaufeli et al., 2002) and the Self–Efficacy Scale (Sherer al., 1982). Data analysis was performed in SPSS software version 24 using descriptive statistics (mean and standard deviation) and inferential statistics (univariate analysis of covariance, the independent t test, and the Chi–square test). The significance level of the tests was considered 0.05.
Results: The results showed that after controlling the effect of the pretest, there were statistically significant differences between the experimental group and the control group in the mean scores of vocational engagement (p<0.001) and self–efficacy (p<0.001). Also, 50% of the changes in vocational engagement and 53% of changes in self–efficacy were due to the effect of the intervention.
Conclusion: Based on the research findings, SMPVC can be applied to women heads of households and effectively improves their vocational engagement and self–efficacy.
Volume 13, Issue 0 (4-2023)
Abstract
Background & Objectives: People with disabilities constitute a large population of society. Providing optimal rehabilitation services to people with disabilities has always been a primary concern of the health system in any country. One of the most essential duties of governments is to maintain and improve the health of all members of society. Considering the many factors affecting the realization of this goal, besides the serious will of the governments, we need the interdisciplinary work and cooperation of all the institutions of society and using all resources of various social, medical, and educational institutions. Another crucial factor lies in the adoption and application of laws supporting people with disabilities and planning to motivate them to find jobs, which is one of the priorities of governments. This study was conducted to compare the empowerment services for people with disabilities in different countries.
Methods: The present comparative study reviewed relevant qualitative studies on this topic in 2021. We used the library method to collect data, encompassing all articles related to the study subject. To conduct the study, the required data were collected by reviewing the relevant texts found in the library, websites of related organizations of selected countries in line with research questions, and a systematic search in reliable and specialized databases in English and Persian between 1995 and 2022. The extracted articles were evaluated and compared in a comparative table. Of 121 research articles and annual reports from the considered countries, we removed duplicate and unrelated articles and then applied the inclusion criteria. Finally, 49 articles and reports on managing empowerment services in 8 countries were selected and reviewed in full text.
Results: The results revealed that in all studied countries, people with disabilities participate in planning empowerment services based on their nationality and citizenship. Regarding the hiring of human resources, all studied countries were working on training specialized human resources through their academic system. Unfortunately, Iran and India lacked comprehensive national data on this topic. In the meantime, the conditions were provided for planning and policymaking in America, Germany, China, South Africa, and Turkey. Funding for the services was primarily provided by the insurance system in Germany, America, China, and Turkey and taxes in England. However, the budget was provided through subsidies from public revenues and taxes in Iran. Investigations in the control area show that appraising the performance of the personnel providing empowerment services and monitoring by related institutions have been considered more by the relevant institutions. They use service quotas to control the empowerment services in Iran, Turkey, India, and China. Employment services for people with disabilities in Iran, Germany, England, Turkey, and India include a mandatory employment quota, and educational measures and income support are appropriate in all countries.
Conclusion: The empowerment system in Iran lacks the necessary integrity. In Iran, the university system trains human resources similarly to other countries. However, Iran has no access to comprehensive national data. Like most countries, the public budget and taxes provide financial resources in Iran. The dominant approach in most countries is the insurance system, but in Iran, the insurance system cannot cover the costs, and most of the expenses are paid by people with disabilities.
Volume 14, Issue 0 (4-2024)
Abstract
Background & Objectives: One of the issues raised in the field of development is human development and empowerment, especially concerning women. Empowering women as one of the critical factors in achieving development is among the priorities of researchers in the development field and has become one of the key topics in both development and economics. Women play an essential role in the victories and revolutions. Still, despite their abilities, their capabilities at the scientific, cultural, social, political, management, and decision–making levels have not been explored. The reality is that Iranian society lacks a fundamental, comprehensive view and pattern regarding the promotion of women's rights and political status in today's society. Formulating basic, comprehensive patterns of attitude and principles is necessary to create favorable political and social conditions and promote women's rights and political positions. Therefore, the research was conducted to identify factors empowering women with a sustainable political development approach in Iran.
Methods: Current research, from a paradigmatic perspective, is explanatory. The research was carried out qualitatively. The study was based on the data collection method, the research methodology used, and the analysis of the subjects, which was carried out based on the views of Ethereum Sterling and Brian Clarke in six steps. Participants were selected from topical (educational and experienced) reporters, academics, and women's sector activists in a targeted manner. The data collection continued through a semi–structured interview with 8 topical experts and 11 academics from the university until the theoretical saturation of the 19th interview. The interviews typically lasted between 40 and 120 minutes and consisted of eight general and subsequent questions. The holistic metric was used to calculate the quantitative data using the Guba and Lincoln method and to measure the finality of coding. In data analysis, based on the thematic analysis method, these steps were followed: a detailed study of the interview texts, extraction of basic codes, analysis of basic themes, drawing a network of themes, analysis of the network, and preparation of the final report extracted from the analysis.
Results: Based on the analysis method, we carried out a thorough study of the interview text, extracted the basic themes, analyzed and networked them, and finally reported them. The analysis of information resulted in the extraction of 144 basic codes, 35 subthemes, and 13 broad themes. So, the factors that empowered women in the approach to sustainable political development in Iran were identified. These extracted factors include empowerment through cultural reforms, empowerment through social reforms, empowerment through political reform, empowerment through business reforms and regulations, balance between maternal and social roles, female psychological empathy, the emergence of a balanced and coherent society, empowerment through education, economic empowerment, enhancement of women's social dignity, physical and spiritual empowerment of women, and empowerment based on religious teachings.
Conclusion: Results showed that formal and informal education reform is essential to empowering women. Furthermore, it is necessary to make religious teachings more equal for men and women and to balance cultural reforms and the political environment. The results of this research can be used as a basis for formulating effective development and policy plans for women's empowerment and play an essential role in evaluating the impact of public policies and programs on women's empowerment.
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