Typology of Teachers’ Mentality toward Curriculum Requirements Based on theOutcomes from Application of Qi Method in Higher Education

The department of professor’s analysis of Isfahan university in the academic year 1396-97 for the first time used Q – method based on Q – methodology in order to create a Q – collection. A sample of 11 people was selected based on a purposeful sampling method and data was selected to the extend of theoretical saturation for the interviews. More than too statements were obtained. Then duplicated and overlapped ones were removed to confirm just 48 statements. Based on a purposeful method 14 faculty members were chosen for the quantities study to compile data from graphs in a normal ranking distribution for 48pharses T strongly agree to strongly disagree(5-) for the validity content and reliability , Cronbach alpha test was used. For data analysis with respect to the findings of the qualities stage, the statements were evaluated by the participants and data were analyzed by the analytical statistical Q – factor using spss20. The results showed that the university lecturers consider the requirements for the implication of outcome-based curriculum in higher education as 12 components which is classified as effective learning , individual skill development and effective teaching