Document Type : Research Article
Authors
1
Department of Educational Affairs and Counseling, Education Office of Chaboksar District, Deputy of Cultural and Physical Education, Chaboksar, Iran
2
Department of Educational Affairs and Counseling, Education Office of Rezvanshahr District, Deputy of Cultural and Physical Education, Rezvanshahr, Iran
3
Department of Consulting, Management, and Training Group, Network Management Expert, Computer Trade Union Organization, Rasht, Iran
10.22059/jomc.2025.390423.1008772
Abstract
Organizational misconduct in the education system, as a fundamental challenge, has profound impacts on educational quality, workplace health, and the performance of stakeholders. This study aimed to identify the causes, characteristics, and consequences of organizational misconduct in educational environments using a qualitative meta-analysis approach. The research population included 120 credible Persian and English articles published between 1990 and 2023, selected through purposive sampling. Data were coded and organized using thematic analysis and MAXQDA software. Findings revealed that 324 extracted codes were categorized into three main themes (causes, characteristics, and consequences) and 14 subcategories. Causes of misconduct included weak oversight, psychological pressures, resource inequality, and lack of an effective motivational system. Characteristics involved concealment of unethical behaviors, diversity at individual and group levels, and long-term persistence. Consequences encompassed reduced public trust, decline in educational quality, increased internal conflicts, and harm to employees' mental health. The final model illustrates the dynamic relationship between contextual factors (e.g., hierarchical structures), organizational conditions (e.g., culture of indifference), and the multi-layered consequences of misconduct in educational settings. This study provides a systematic framework for educational managers and policymakers to design evidence-based interventions, such as enhancing transparent reporting systems and reforming organizational culture, to prevent or mitigate misconduct. The results clarify the causal chain between causes and consequences and suggest pathways for future research in educational management.
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