جستجوی مقالات مرتبط با کلیدواژه « ابعاد و مولفه های معلم اثربخش » در نشریات گروه « علوم تربیتی »

The aim of present study is considering the dimensions and components of effective teacher in previous studies and presenting a comprehensive model based on it and also considering this model similarities and differential aspects with upper documents of Iran education system. Research methodology is quantitative during which deduction was according to context analysis and reconceptualization.. The statistical population of the research, includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are Purposive Sampling selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α=/91).The major findings reveal 6 dimensions of professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), supervision and monitoring (with 5 components), and evaluation (with 5 components) which a model of effective teacher was designed according to this basis. On the other hand, 2 components in personality characteristics dimension, 2 components in classroom management dimension, 2 components in teaching skills dimension, 3 components in evaluation dimension, 1 component in competences dimension, and 4 components in supervision and monitoring dimension were in common among the proposed model and upper documents; besides, 5 components related to competences, lesson study dimensions with 2 components, and educational fields with 2 components were including differential aspects among the proposed model and upper documents.

This study aimed to identify dimensions of effective teacher and validate its components by high school teachers in yasooj. This is a descriptive-analytical study. In the first part, dimensions of effective teacher and its components were identified using document analysis. In the second part, a descriptive research was done for its validation. In the first part, all written theoretical idea and research literature related to dimensions of effective teacher and its components were explored without sampling. In the second part, 252 high school teachers in Yasooj in academic year of 2010–2011 were selected through stratified random sampling using Krejcie and Morgan’ table. Research instruments were note sheets (in the first phase) and a researcher-made questionnaire based on the experts’ viewpoints. Academic members confirmed its content validity and face validity. Its Cronbach's alpha was 0.90. The most important factors of effective teachers were the ones dealing with personality, evaluation, teaching, and classroom management respectively. Other findings showed that female teachers focused more on the evaluation dimension of the effective teacher and there was no significant difference based on the teaching experience