Seyed Ali Ghoreyshi; Manijeh Ahmadi; Maryam Parhizkari
Abstract
Teachers are known as one of the most important variables in need of change in order to improve educational systems. The goal of this research; The effect of in-service training on the dimensions of empowerment and development of primary teachers according to paragraph 3 of the general policies "transformation ...
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Teachers are known as one of the most important variables in need of change in order to improve educational systems. The goal of this research; The effect of in-service training on the dimensions of empowerment and development of primary teachers according to paragraph 3 of the general policies "transformation in the basic education system". The research was conducted in terms of purpose, application, and semi-experimental intervention method (pre-test-post-test design with control group). Statistical Society; All the teachers of primary schools in Qazvin city (200 people) in 2021-2022, 30 people were selected by available sampling method. They were randomly placed in the experimental and control groups. research tools; The professional development questionnaire was Nova (2008) and Spritz empowerment (1995). Descriptive statistics (frequency distribution tables, standard deviation) and inferential statistics (Kolomgorov Smirnov test, Levin test, t test and multivariate analysis of variance) were used for data analysis.The results showed that in-service training with a coefficient of 0.84 and 0.81 on the empowerment and professional development of teachers, as well as on the sense of autonomy (0.32), sense of significance (0.38), sense of competence (53 0.0), feeling effective (effect ratio 0.42), feeling confident (0.43), meaningfulness (0.38), planning skills (0.64), teacher evaluation (45 0.0), classroom management (0.48), teaching method (0.44) of primary school teachers in Qazvin city has an effect. According to the results, it is necessary for the authorities to pay special attention to the two factors of professional development and teacher empowerment and give a special place to in-service training.
Manijeh Ahmadi; Sayed Ali Ghoreyshi; Fatemeh Gudarzi
Abstract
The purpose of this study was to investigate multicultural problems in primary schools in Saveh and provide solutions using quantitative, quantitative research. The statistical population included 15178 students and 1400 teachers in the academic year of 2018-19. Cluster sampling method, 260 teachers ...
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The purpose of this study was to investigate multicultural problems in primary schools in Saveh and provide solutions using quantitative, quantitative research. The statistical population included 15178 students and 1400 teachers in the academic year of 2018-19. Cluster sampling method, 260 teachers and 373 students, students' tools in the quantitative section of the socio-cultural questionnaire of Cohen and Rasman (2014) and in the qualitative part of the semi-structured interview with 20 teachers and content analysis. The research method was descriptive-correlational and Friedman and independent t-test. Results showed that the ranking provided by students and teachers (teaching, learning, content and environmental problems) was statistically significant at the level of 0.05. Also, people's view of learning, educational content, teachers' lack of familiarity with different cultures, and feelings of humiliation of students due to their accent to the educational problems of multicultural schools has a direct and significant relationship. In fact, the attention of planners to the content of education, the familiarity of teachers with different cultures will reduce the educational problems of these schools. On the other hand, providing counseling services to students in multicultural students' schools to deal with the feeling of embarrassment and shyness, the importance of different cultures in the texts of textbooks, the participation of students in group activities, lowering the classroom population, engaging more with Families, non-discrimination and special attention to cultures, emphasize more on the common points of cultures and the formation of educational groups with students from different cultures by teachers from the research results.
