Designing a Model to Organizational Indifference for Secondary school teachers in Tehran

Introduction
Feelings of injustice lead to feelings of worthlessness and low self-esteem, and disconnect people from their work. Following the increase of employees' intellectual ability, teaching new methods, no blame, welcoming new ideas, drastically reducing penalties, strengthening employee satisfaction, sharing power among employees, etc. Employees enjoy their work and are constantly dynamic. In such an organization there is no indifference at all. Therefore, the lack of employees with appropriate work and ethical characteristics will affect the success of the organization.
While alienation from work in knowledge-based employees such as school principals and teachers is a syndrome in the form of feelings of indifference, disgust, frustration and failure in schools, negative attitude towards education and work there, apathy towards them, de-identification of colleagues , Students, neglect of education and social communication, lack of cooperation with management and other colleagues. Because, researchers believe: individuals join organizations dynamically, but due to intra-organizational relationships and due to incorrect, self-centered and selfish actions of managers, which is due to the illegitimacy of their power, they are prevented from growing, creativity and innovation. They become isolated, indifferent, irresponsible, abnormal. In these organizations, they are not allowed the slightest control over the work environment and they are encouraged to be dependent, subordinate and submissive. In the public sector, we see more cases of indifference due to fundamental differences. Nevertheless, the misconceptions of "wide table for all" and "the better you work, the worse you get results" indicate deep indifference in the public and semi-public sectors.
Organizational indifference is a destructive factor in the organization that secretly leads the organization to decline. The existence of indifference in the organization indicates the existence of a problem in the organization, and managers must take seriously the risks of organizational indifference among employees. Such as staff turnover, absenteeism, underemployment, lack of attachment and organizational pride, low motivation and eventually leaving the organization by employees (especially employees who are highly specialized and are an important resource for the organization); It has high costs for the organization in matters of training, empowerment, employment and employment. The above problems are manageable things that can be a capability for organizations that understand and control their sensitivity. Finding out what causes and what characteristics in others lead to indifference leads to self-awareness and thus controlling indifference. Not much research has been done on the factors affecting indifference, and in a few studies conducted in the form of two or three variables, most of them have mentioned some of the influencing factors. Organizational culture, motivational factors, environmental conditions, employee empowerment and leadership style are the most important factors in promoting attention to the organization and human resource productivity.
Method
This article with a comprehensive approach and qualitative research method derived from the theory of Strauss and Corbin (1998) has studied and presented the model of organizational indifference management of secondary school teachers in Tehran. The statistical population of the present study consisted of experts and specialists in the fields of human resource management and educational management who were selected and interviewed through purposive sampling and theoretical saturation and interviewed with them. And selectively used. Findings led to the identification of causal conditions, contextual conditions, intervening conditions and dimensions of organizational indifference in secondary school teachers in Tehran.
Results
The results showed 14 general categories in the form of a paradigm model: including causal conditions (individual, organizational, educational and economic factors), focal category (organizational indifference), organizational indifference management strategies (education and improvement, material and spiritual support, and Job counseling), contextual factors (social factors, school factors), interventionist conditions (family factors) and consequences (educational quality, effectiveness, job satisfaction and mental health), the process of managing organizational indifference among secondary school teachers in Tehran and Relationships between different dimensions reflect it.
Discussion
The purpose of this study was to design a model for managing organizational indifference of secondary school teachers in Tehran. The results showed that based on the coding of the data obtained from the interview, four major categories of individual, organizational, educational, economic were discovered and extracted as causal conditions affecting the organizational indifference of primary school teachers, each of which subdivided into many categories. They cover. In the category of individual factors, subcategories such as age, gender, level of education, work experience, teacher's personality style and personal characteristics, choosing a teacher job regardless of interest, communication skills, weakness in teaching, physical illnesses, mental problems, attitude and beliefs Teacher self and teacher job, academic competence, moral responsibility, level of study, faith and beliefs are discussed. Horst, Amini and Hadi Peykani (2016), Wang, Hu, Horst, Young (2014), Kolahchian and Rahmatinia (1396), Moghar Afzali, Sheibani and Mousavi (1395), Kosaj, Hosseinzadeh, Pasha and Sadeghi (1394) And Fayyazi (2014) in their research ‌ have mentioned the mentioned factors as factors affecting organizational indifference. In the main category of organizational factors, frequent subcategories such as job mismatch, centralized structure, job identity crisis, vague and obscure laws, internal and external organizational discrimination, centralized decision-making, lack of competition and challenging job environment were raised. Doi and Basaria (2017), Farooq and Tofil (2017), Goodshan and Fander (2014), Kolahchian and Rahmati (1396), Sheibani and Mousavi (1394) in their research on the role of factors in this category in the experience of indifference Organizations have pointed out. In the main category of educational factors, codes of educational facilities and equipment, student density in the classroom, educational content unrelated to students' needs, constant changes in the content of books, students with different needs were extracted.