Islam va Pazhuheshhaye Tarbiyati

The present study was conducted with the aim of explaining the educational-professional motivation of Islamic studies course instructors and identifying the factors influencing it. This research was carried out using a qualitative approach and the grounded theory method. Data were collected through semi-structured interviews with 45 instructors of Islamic studies courses at universities in Isfahan, using purposive sampling, and were analyzed through open, axial, and selective coding. The educational-professional motivation of instructors is formed through the interaction of intrinsic interest in teaching, commitment to religious and social values, a sense of instructional efficacy, and pedagogical mission. The educational and cultural capacities of Islamic studies courses, instructional innovation, and effective interaction with students provide the context for strengthening this motivation; conversely, prevalent stereotypes, inadequate content updating, insufficient facilities, professional challenges, the absence of sustainable policies, and limitations on academic development constitute its most significant obstacles. The principal strategies include enhancing the status of Islamic studies courses, revising content and instruction, strengthening institutional support, empowering instructors, and developing academic interactions. The educational-professional motivation of Islamic studies instructors is a dynamic and multidimensional phenomenon, the reinforcement of whose supportive and professional contexts enhances their vitality, self-efficacy, occupational commitment, and pedagogical effectiveness.