Principals and teacher's attitude in relation with manipulating qualitative and quantitative evaluation in intended, implemented and experimented curriculum

Evaluating the curriculums is one of the important activities in the education process that demonstrates success and efficacy and has various benefits. The main aim of the present study was to compare the intended, implemented and experiential curriculum evaluation by means of quantitative and qualitative evaluation from the viewpoint of schoolteachers and principals. This survey research was performed on two groups on schoolteachers and principals of Saleh-Abad who were employed during 2009-2010 academic year. The first group consisted of 35 primary school principals who were selected by census sampling method and the second group consisted of 285 schoolteachers who were selected by simple random sampling. Data was collected by a researcher-made questionnaire and was analyzed by descriptive analytical methods and independent t-test using SPSS 16 software. There was no significant difference between the two groups regarding the use of quantitative and qualitative evaluation in intended, implemented, and experiential curriculum evaluation. There is no significant difference between principals and teachers’ viewpoint about using quantitative and qualitative evaluation in intended, implemented and experiential curriculum evaluation. In other words, both groups agree on using qualitative and quantitative evaluation in curriculum evaluation.