بررسي اخلاق و منش مربي در سيره تربيتي امام رضا عليه السلام

Teacher Ethics , Mentor Character , Educational Tradition , Imam Reza (AS), , Education Based on Dignity an‎d Wisdom , Qualitative Content Analysis

An Examination of the Educatorʹs Ethics an‎d Character in the Educational Approach of Imam Reza (ع)

علوم تربيتي

The present study aimed to systematically identify an‎d explain the ethics an‎d character of mentoring in the educational tradition of Imam Reza (AS). Using a qualitative approach an‎d inductive content analysis with a descriptive-interpretive method, this research examined authentic narrative an‎d biographical texts, including Oyoun Akhbar al-Reza, Tuhaf al-Uqul, an‎d Musnad al-Imam al-Reza (AS). Purposeful sampling was employed, an‎d data collection continued until theoretical saturation was achieved. Data analysis was conducted in three stages of open, axial, an‎d selec‎tive coding based on the systematic approach of Strauss an‎d Corbin. The findings led to the identification of 34 initial codes, 8 axial categories, an‎d ultimately the conceptual model of "Comprehensive Ethics an‎d Character of the Mentor in Razavi Tradition (Education Based on Dignity an‎d Wisdom)," consisting of four interconnected levels: causal conditions (sincerity an‎d God-centeredness in education an‎d commitment to practical ethics an‎d alignment of word an‎d deed), contextual conditions (compassion an‎d kindness, humility an‎d modesty, an‎d patience an‎d tolerance in education), action strategies (critical thinking an‎d reason-based approach, audience recognition an‎d attention to individual differences, an‎d gradualism an‎d consideration of capacities), an‎d consequences (formation of thoughtful, dignified, an‎d morally committed learners an‎d creating a safe, respectful, an‎d dynamic educational environment). The extracted model, emphasizing positive feedback, features a dynamic an‎d self-reinforcing structure in which self-development, other-development, an‎d social development form three interconnected dimensions of a unified educational process. The credibility an‎d trustworthiness of the findings were ensured using Lincoln an‎d Gubaʹs four criteria: credibility, transferability, dependability, an‎d confirmability. This model can serve as a reference framework for redesigning teacher training programs, improving the quality of educational interactions, an‎d enhancing the ethical atmosphere of educational centers in Islamic societies, demonstrating that the educational tradition of Imam Reza (AS) is not merely a historical heritage but a living, dynamic, an‎d inspiring source for contemporary educational systems.

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