Designing a Motivational Model for Faculty Members Based on a Social Responsibility Approach

Abstract

The present study aimed to design and validate a motivational model for faculty members based on a social responsibility approach in the Islamic Azad University of Tehran. This mixed-methods study employed both qualitative and quantitative phases. In the qualitative phase, documentary review and semi-structured interviews were conducted with 20 experts and faculty members experienced in professional development and social responsibility. Data were analyzed using the grounded theory approach and MAXQDA software, resulting in the identification of six dimensions, 23 components, and 60 indicators. In the quantitative phase, a researcher-developed questionnaire was administered to 300 faculty members of Islamic Azad University branches in Tehran. Structural equation modeling (SEM) was applied to test the proposed model. Reliability and validity were confirmed through Cronbach’s alpha, composite reliability, and convergent validity indices. Structural equation modeling demonstrated that causal factors had a significant positive effect on the central phenomenon (β=0.852, t=19.085). Contextual factors (β=0.290, t=4.921) and intervening factors (β=0.274, t=2.651) also exerted significant positive effects on strategic factors. Strategic factors showed the strongest positive effect on outcomes (β=0.810, t=15.054). The central phenomenon exhibited a significant negative effect on strategic factors (β=-0.403, t=3.800). The explanatory power of endogenous constructs was substantial, with R² values of 0.725 for the central phenomenon, 0.796 for strategic factors, and 0.656 for outcomes. Model fit indices further supported the adequacy of the proposed framework (R²=0.785; GOF=0.603). The findings indicate that faculty motivation within a social responsibility framework is a multidimensional construct shaped by the interaction of causal, contextual, intervening, and strategic factors. Strategies emphasizing self-efficacy enhancement, educational innovation, problem-oriented research, and university social responsiveness can contribute to higher job satisfaction, improved teaching quality, greater production of applied knowledge, and stronger public trust. The satisfactory validity and fit of the proposed model suggest its usefulness as a practical framework for higher education policymakers and university administrators seeking to strengthen faculty motivation and social responsibility.