Iranian Journal of Educational Sociology 2645-3460 9 July 2026 2026 12 01 Validation and Prioritization of Factors Affecting Artificial Intelligence Literacy Education Validation and Prioritization of Factors Affecting Artificial Intelligence Literacy Education 1 15 10.61838/1dm2nq93 EN Journal Article 2026 01 06 <p><strong>Purpose:</strong> The present study aimed to examine and determine the effects of presenteeism on professional productivity among faculty members of universities in North Khorasan.</p> <p><strong>Methods and Materials: </strong>This study was conducted using an exploratory mixed-methods design integrating qualitative and quantitative approaches. In the qualitative phase, key dimensions of presenteeism were identified through a comprehensive review of the literature and semi-structured interviews with academic and executive experts who had at least ten years of professional experience and relevant scholarly publications. The extracted indicators were refined and screened using the fuzzy Delphi technique to achieve expert consensus. In the quantitative phase, the proposed model was validated using a survey method. The statistical population consisted of approximately 1,300 faculty members, from which a sample of 296 participants was selected based on the Morgan and Krejcie table (1972). Data were collected using a researcher-developed questionnaire derived from the qualitative findings. The validity and reliability of the instrument were confirmed through content validity, construct validity, and internal consistency measures. Data analysis was performed using SPSS version 26 for preliminary analysis and Smart PLS version 3 for structural equation modeling.</p> <p><strong>Findings: </strong>The results of structural equation modeling indicated that presenteeism has a significant and strong effect on professional productivity (β = 0.679, t = 16.177, p &lt; 0.05). The model demonstrated acceptable goodness-of-fit indices (χ²/df = 2.79, CFI = 0.95, GFI = 0.96, AGFI = 0.95, NFI = 0.97, NNFI = 0.96, RMSEA = 0.075), confirming the adequacy of the proposed structural model. These findings suggest that presenteeism is a key determinant of variations in professional productivity among faculty members.</p> <p><strong>Conclusion: </strong>The study concludes that presenteeism significantly influences professional productivity among faculty members and represents a critical factor affecting academic performance and organizational effectiveness. Addressing the underlying causes of presenteeism can enhance both employee well-being and institutional productivity.</p> https://qijes.com/index.php/ijes/article/download/1452/1445