Evaluation of teacher's awareness of Lesson Study and Explaining its relationship with psychological empowerment and job performance

The purpose of this study was to evaluate the teacher's awareness of lesson study and explain the relationship between lesson study and psychological empowerment and job performance in primary school teachers of the Salas Babjani town during the academic year 2015-2016. The research method was descriptive correlational, and the statistical population included all primary school teachers of the Salas Babjani town which 165 of them based on stratified random sampling were selected as a sample. Data collection tools were questionnaires of lesson study (Shahlai, 2014), psychological empowerment (Spreitzer, 1995) and job performance (Patterson, 1992). The face and content validity of the questionnaires had been approved by the experts in the field, and their reliability has been reported to be 0/76, 0/82 and 0/88 respectively. To analyze the data using descriptive statistics including mean and standard deviation and inferential statistics including One-Sample t-Test, Pearson correlation, ANOVA, and Independent t-test. The findings support the view that Teacher's awareness of lesson study is not desirable and there was a significant positive correlation between the teacher's awareness of lesson study with psychological empowerment and job. In addition, there was no significant difference between teachers with associate's degrees, undergraduate, and graduate in the awareness of lesson study. Also, the status of female teachers in awareness of lesson study and job performance is better than male teachers, but the difference between the two groups was not significant in psychological empowerment.