فصلنامه نوآوری های آموزشی
پیاپی 44 (زمستان 1391)

In recent years, Social Cognitive Theory (SCT) seeks to explain the factors that shape job satisfaction. Relatedly, SCT has received a good deal of empirical attention as a framework for understanding various aspects of job satisfaction. So, this study tried to assess the validity of job satisfaction socio-cognitive model for the secondary school teachers of Urmia city. In order to do this, 382 school teachers of the mentioned population were selected through multistage random sampling procedure, which included 194 female and 188 male teachers. The tests including job satisfaction, goal attainment support, self-efficiency, work condition and goal progress were taken, each of which included some measures. The data were analyzed through structural equation modeling method. The results showed that the obtained data fit well with the theoretical socio-cognitive model, and the model in the recent sample is a valid one. The index related to the ratio of chi-square to degree of freedom is less than 3 (χ2/df<3) which is a good value and indicates that the covariance structure of findings is consistent with the proposed theoretical model. Another index is RMSEA which is equal to 0.07 and is considered as a good value. Other fit indexes also showed that the data obtained from experimental study fit well with the theoretical job satisfaction model. Furthermore, the casual path between all components was significant and they all had positive impact on one another. The analysis of path coefficients suggested that the positive sentiment exogenous variable has the highest effect on self-efficiency and goal attainment support and then on job satisfaction. Accordingly, it was concluded that a job satisfaction socio-cognitive model is an appropriate explanatory model for Iranian teachers’ satisfaction and it can be applied to predict job satisfaction and to develop programs to promote teachers’ psychological well-being and welfare.

The aim of this study was identifying the desired professional qualifications of Iran’s primary school trainee teachers and also answering the following questions: What are the desired professional qualifications of Iran’s primary school trainee teachers? What are the professional qualifications of Iran’s primary school trainee teachers according to authorities and instructors of trainee teacher centers’ views? To answer these questions, the valid documents within Iran and valid internet sites related to this topic was searched and identified. Also, the status of three developed countries on this topic was investigated. Then, based on data, collected from the above mentioned scientific documents, the questionnaire related to teachers’ professional qualifications was developed. After determining its validity and reliability, it was distributed among 130 instructors of trainee teacher centers. Findings showed that: Considering the fact that increasing the students’ performance depends on effective teacher training, lots of authorities brought up qualifying the teacher training curriculum as the general objective. To achieve the above-mentioned goal, some qualifications have been considered for trainee teachers. To define these qualifications, authorities had consensus on two main strategies of balance and integration of theory and practice. Based on this belief and considering the studies on this topic, these qualifications have been classified in three main parts of cognitive and skill, affective and behavioural and management. In sum, all cases related to each of these qualifications has been confirmed in a level higher than average.

The purpose of this study was the effect of synectics teaching method on academic achievement in life skills lesson 1th high school girl students in Sannandaj city. Research methods in this study were quasi experimental type of pre-test and post-test with control group. The target population of this study was in Sanandaj city, high school girl 1th grade student in 2010/2011. The sample was consisted of 60 high school girl students (30 experimental and 30 control group) has been selected by multi-stage random. Measurment tools of this study was academic achievement test researcher made (knowledgesskills and Attidues) based on, 1th high school life skills lesson. first both experimental and control group took pre-test and then, during 12 sessions experimental group trained synectics teaching method life skills, next the post- test was taken for two groups. For data analysis, we used of descriptive statistics (mean, SD and inferential(Ancova). Synectics teaching method in comparison to control group had more impact on knowledge, skills acquisition and approaches by the students who trained by this method than others.

The main goal of this study was investigating the effect of cooperative learning on Samā guidance school first grade male students’ science academic achievement and test anxiety in the city of Tehran. For this purpose, a sample consisting of four classes (two classes as experimental group, two classes as control group) were selected using multi-stage random sampling method. Cooperative learning method for experimental group and conventional teaching method for the control group were used. Previous science knowledge of students was evaluated using a researcher-made scale of experimental sciences. After the implementation of teaching methods, academic achievement of studentswas determined using the same scale. Also, the rate of students’ test anxiety were measured, using test anxiety questionnaire TAI (Abolghasemi & Associates, 1375: 74-61). Data were analyzed, using multivariate analysis of covariance (MANCOVA). The results revealed a significant effect of cooperative learning on students’ science academic achievement and reducing test anxiety in the experimental group than control group. This result indicated the success of cooperative learning versus conventional teaching methods.

The aim of the current research was to investigate the 4th grade primary school students’ misconceptions about astronomical phenomena from teachers’ views. A sample including 41 teachers in 4th grade in 18 educational districts of the city of Tehran and cities of Tehran province were selected and participated in the study. A qualitative and quantitative methodology was used for this investigation. Data were collected through open-ended questions and group discussion methods was developed aimed at identifying children’s naive theories about topics within the astronomy concepts in 4th grade science textbook. The analysis of both written responses and group discussion showed that most of the pupils had difficulties with the understanding of astronomical phenomena. The findings of this study are important to design appropriate teaching strategies in order to teach astronomical phenomena in schools. In the light of the study, it can be suggested that due to the Ministry of Education’s recent revisions of the science education curricula and instructional materials, further emphasis should be put on the astronomical phenomena and its modeling in relation to the course books.

The objective of the present study was to identify teachers’ problems at work. The research followed a descriptive method. The research sample were chosen among guidance school teachers in Iran, using a multi-stratified cluster sampling method. At first, provinces were classified into groups. Then, one province was selected randomly from each group. A questionnaire was administered to gather the data needed after approving its content validity. Moreover, the reliability of the instrument was estimated based on Cronbach Alpha procedure. The results showed that teachers’ problems from the most to least faced ones were as follows: use of instructional aids and materials, application of different methods and approaches, teacher-student interaction, familiarity with school and work affairs, assessment and evaluation of students’ academic achievement, repair and improvement of learning situation and classroom management. Hence, the problem which most of the teachers faced, was the use of instructional aids and materials, but the least-faced problem was classroom management. So, the policy makers of education system should have particular emphasis on designation and development of pre-service, and inservice teacher training of those issues that teachers had the most problem with them.

The main purpose of this study was to analyze the content of elementary education textbooks based on happiness components including positive emotion and life satisfaction. The research population included all of the elementary education textbooks, consisting of 37 textbooks in academic year 1389-1390 on eight topics, including Farsi (Let’s Read), Farsi (Let’s Write), science, Heaven Gifts, Heaven Gifts (homework), Koran, math and social education. The research sample included textbooks on seven topics Farsi (Let’s Read), Farsi (Let’s Write), science, Heaven Gifts, Heaven Gifts(homework), Koran, and social education. The theoretical framework of the study has been Argile, Martin & Lu theoretical viewpoint and related components. The content analysis method of present study was Shannon Entropy Method and unit of analysis was pages (of text, questions, practices and pictures). Furthermore, for completing information, qualitative method of data collection i.e., interview with students has also been used. The results showed that positive emotion component has been considered more than satisfaction component. Meanwhile, each of the indexes of mentioned components was not considered in a balanced way and textbooks have not covered the components of happiness with the same proportion. Also, the results of interview showed that students are satisfied and happy with the content of textbooks (value, structural, emotional and interest categories). However, students felt more happy with Farsi (Let’s Read) textbook than other textbooks.

Life skills and manners is a course planned along with other courses to familiarizestudents with socio-religious instructions as well as acquiring skills related to personal development, interpersonal and social relations, and the way to face everyday life challenges. The present research on the validating the curriculum guide of the course entitled “Life Skills and Manners” has been done to examine the extent of validity of this curriculum from the viewpoint of experts, with six special purposes and eight research questions based on the research done in this domain and the opinions of fourty-four experts in other related domains. Using evaluative method and two instruments (questionnaire and interview) as well as the output of the review and evaluation session, this research has succeeded in producing some useful information. The result of this research indicated the necessity to review the definition presented for “life skills and manners” and also the rationale and approach of the curriculum, the need to consider the gender differences, professional qualifications of teachers, and practical requirements in developing the curriculum, the importance of implementing a suitable concept map for elementary to high school education, and determining relevant lessons. It should be noted that the experts emphasized on enriching the separate and integrated curricula on the domain of learning “life skills and manners”. Among special and native qualities of this curriculum is the addition of “life manners” to the “life skills” existed in the world’s other educational systems.