نشریه توسعه حرفه ای معلم
سال ششم شماره 4 (پیاپی 22، زمستان 1400)

The purpose of this study was to investigate the effect of philosophical stories through group discussion on the development of moral judgment of sixth grade elementary students in Kamyaran. The statistical population of this study consisred of all sixth grade elementary students in Kamyaran, Kurdistan, from among whom 40 students (20 in the control group and 20 in the experimental group) were selected. Ethical Judgment Test (MJT) was used to collect data. Data were analyzed using one-way analysis of covariance (ANCOVA). The results showed that philosophical stories by group discussion method had a positive effect on the development of moral judgment of sixth grade elementary students in Kamyaran. It also had the same effect on the development of moral judgment of both girls and boys and no significant difference was observed between them. Moreover, it was found that the treatment accounted for 26 percent of the variation of moral judgement development. Therefore, it is suggested that elementary school teachers use philosophical stories with ethical themes to help develop moral judge of the students

This study was conducted to study the impact of augmented reality technology on academic passion of seventh grade students in the English language course in the high schools of Tehran. The present study is a quantitative research that uses quasi-experimental method with pretest-posttest design with experimental and control groups as research method. The statistical population of this study consisted of all 7th grade female students in district 5 of Tehran who were studying in the academic year of 2018-2019. The simple random sampling method was used to select seventh grade female students in one of the schools in Tehran. The sample consisted of 30 students who were randomly divided into two groups of 15 and assigned to the experiment and control groups. Data collection instrument included Fredricks, et al.’s (2004) Academic Passion Scale. An augmented reality program designed by ARKIT Company was also used. The validity of the questionnaire was assessed by some experts and its reliability was estimated via Cronbach’s alpha (.66). Covariance was used for data analysis. The results of data analysis showed that the use of Augmented Reality Technology had a positive and significant effect on academic passion of seventh grade female students in English language course. According to the research findings, it is suggested that teachers use augmented reality technology in their classroom to increase student academic passion.

The aim of this study was to investigate the relationship between components of motivation with successful implementation of the curriculum from the perspective of female high school teachers in Khorramabad. The research method is descriptive-survey of correlation type. The statistical population of the study consisted of all female teachers in Khorramabad (N=1698). Based on Cochran's formula, 313 teachers were selected as the sample of the study via simple random method. Herzberg’s two-factor questionnaire was used to assess external and internal motivational factors and a researcher-made questionnaire containing 20 questions was used to measure the success of the curriculum. According to the normal distribution of data based on Kolmogorov-Smirnov formula, Pearson test was used to test the research hypotheses. SPSS software was used to analyze the research data. The results of the study showed that from the perspective of the high school teachers in Khorramabad between the components of intrinsic motivation (salary 0.561, environmental policy 0.486, relationship (personal relationships with peers) 0.511, job security 0.488, work environment conditions 0.453 and how to supervise and monitor 0.576) were correlated with success in curriculum implementation. The results of this study also indicated that among the factors of intrinsic motivation (cognition and appreciation 0.468, career advancement and development 0.412, nature of work 0.376, job responsibility 0.328 and job position 0.11) were associated with success in the implementation of the curriculum.

The aim of this correlational study was to investigate the role of communication skills and cognitive empowerment in the predictability of social adjustment of primary school teachers in Saghez in the academic year of 2019-2020.  The statistical population of this study consisted of all teachers in Saghez in the academic year of 2020-21(N=850). From among the population, 288 teachers were selected as the sample based on availability sampling method. To collect data, Spritzer’s Psychological Empowerment Questionnaire, Jarabak’s Communication Skills and SAS Pickel and Wiseman’s Social Adjustment Questionnaire were used. Descriptive statistics including mean, frequency percentage, standard deviation and inferential statistics including Pearson correlation and simple linear regression were used to analyze the data. The results showed that there is a positive and significant relationship between communication variables with social adjustment and cognitive empowerment with social adjustment. Communication skills and cognitive empowerment variables can also predict social adjustment.

The purpose of this study was to design a model of factors affecting the development and maintenance of secondary school teachers in Ardabil. This research is among the mixed (exploratory) researches in which the qualitative-quantitative approach was used. The statistical population of this study included high school teachers in Ardabil (N=2360). In the qualitative phase of the study, using purposive samplingprocedure, 18 teachers and in the quantitative phase, 331 teachers were selected based on multi-cluster sampling. Data collection tools were a semi-structured interview and a questionnaire. To validity the research findings, review by members, peer review, as well as participatory research, and to assess the reliability of the codings, the test-retest, internal consistence and Cronbach's alpha were used. For the questionnaire of organizational factors, Job factors, nd development and maintenance, the Cronbach’s alpha index of 0/82, 0/‌79, and 0/80 were obtained respectively. Thematic analysis technique was used to analyze the qualitative data and the structural equation modelling was used to analyze the quantitative data using the PLS software. The findings showed that organizational factors include teamwork, organizational culture, providing opportunities for growth and prosperity, information and communication management, organizational climate, empowerment, education and improvement, school leadership, performance management, educational needs assessment, mission and a clear vision, appreciation and encouragement, and job factors including job reputation, job satisfaction, job dynamics, and quality of work life affect teacher development and retention. The valid model of the interrelationship among the variables of the study was also determined.

The present study is an applied research and its purpose is to assess the present states of nurturing roles of elementary school teachers in Tehran. The statistical population of this descriptive-survey study consists of all primary school teachers in Tehran was 20968 people, from among whom, according to Morgan table, 376 teachers were selected as the sample. A researcher-made questionnaire in four main dimensions and 16 components (1- teacher self-nurture, with three components: 2- nurturing of the mind with four components; 3- nurturing of social with five components; 4-nurturing of emotional-behavioral with four components) as teacher nurturing roles were used. To analyse data, descriptive (e. g. mean and standard deviation) and inferential (i.e. univariate t-test) statistics were used. To check the normal distribution of the data, kurtosis and skewness were used. Based on univariate t-test results with a criterion of 3, the findings showed that in six categories (ethical-behavioral with an average of 4.06, cognitive development with 3.27, interpersonal and communication skills with 3.56, commitment and responsibility with 3.38, respect and observance of laws with 3.47, self-regulation with 3.23) the current situation is above the average of the criterion and in the other ten categories (knowledge-scientific-research with an average of 2.61, skill-ability with 2.68, metacognitive development with 2.65, self-awareness with 2.37, creating healthy mental habits with 2.69, solving interpersonal problems with 2.49 , tolerance of ambiguity and resilience with 2.59, emotion management and emotion control with 2.51, self-control with 2.59, empathy and vision with 2.56) the current situation needs measures to improve, especially in the two dimensions of mind development and emotional-behavioral nurture. Finally, the results showed that nurturing in schools is not used in the true meaning and the neglect of the element of nurture is evident in the country's education system.