جستجوی مقالات مرتبط با کلیدواژه « teachers attitudes » در نشریات گروه « علوم تربیتی »

The objective of this study was to investigate the mediating role of academic motivation in the relationship between parents' and teachers' attitudes towards school and students' sense of belonging to school. The participants of this study were consisted of 160 fifth-grade boys and girls, their mothers, and 32 of their teachers at Shiraz, Iran, who were selected based on multistage sampling method. Students’ Sense of Connectedness with School Questionnaire (Brew, Beatty & Watt, 2004), Parents' Attitude towards Schooling and Education of Children Questionnaire (Samal, 2014), Teaching and Learning International Survey (TALIS, 2013) and Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) were used for collecting data in this study. According, Cronbach's alpha and factor analysis were run to determine reliability and validity of each of the aforementioned instruments. Based on the results, the questionnaires were both valid and reliable. The obtained data was then analyzed using SPSS and AMOS software. Next, the goodness of fit of the model was examined and confirmed. As the results indicated, parents' attitudes towards school were positive predictors of students' sense of belonging to school and both directly and indirectly through mediating of academic motivation affected it. However, teachers' attitudes towards school affected students' sense of belonging to school only directly. Additionally, although the control and self-independence dimensions of motivation beliefs were both positive and significant predictors of students' sense of belonging to school, the self-independence dimension was a stronger predictor of it. Based on the overall results of this study, it is recommended that school education system pay more attention to parents' and teachers' beliefs about and attitudes towards school, and thus provide the basis for increasing students' academic motivation and sense of belonging to school.

According to the significance and necessity of the present subject, researchers have investigated the attitudes of employed teachers in education towards job equality in employment and placement. The statistical population of the study consisted of all the employed teachers at the Center of Farhangian Campus in Sanandaj during the years 1392 to 1395. The research method was descriptive-analytical and a random sampling method was used to select representative sample., a sample including 285 participants was considered. Data gathering tool in this study was Wind Creek (1999) standard questionnaire, which included 8 main components and 38 items approved by Confirmatory Factor Analysis. The results demonstrated that teachers did not have a good attitude towards job equality in their employment and placement, and also there was a significant difference between the attitudes of four educated teachers about the main components Prediction, Luck, Careers, Feedback and Appearance, Stability, Flexibility of Questions, Behavioral Anchors, Bilateral Communications, and Specialized Content Questions. Finally, there was no significant difference in the viewpoint of teachers towards gender and equal job opportunities