نشریه توسعه حرفه ای معلم
سال پنجم شماره 4 (پیاپی 18، زمستان 1399)

The purpose of this study was to investigate the role of teachers in curriculum decentering and the necessity of paying attention to their importance for a greater role in elementary school curriculum decisions. The research approach is qualitative and is based on conventional content analysis. The statistical population of the study consisted of all elementary school head teachers in West Azerbaijan province during the academic year of 1397-98, They were selected based on purposive sampling and the sampling was continued until data saturation. Semi-structured interviews were conducted with 14 head teachers of elementary education. To control the accuracy and validity of the data, a member control technique and peer debriefing technique were used. The findings of this research include 5 main themes: discourse making, participatory self-leadership, knowledge dynamics, scholarly and skill-building assistants. In fact, teachers can improve the quality of curriculum reforms with different roles that they accept and create a balance between their thinking and their actions.

The aim of this study was to investigate the relationship between teacher collective efficiency, school atmosphere, teachers’ scientific optimism and students' academic success with the mediating role of school effectiveness in girls high schools in districts one and two of Urmia. Concerning its objectives, this is an applied study and concerning its data collection procedure, this is a descriptive-correlational study. The statistical population was all the teachers of girls high schools in districts one and two of Urmia (N=800). Using Morgan table, 260 teachers were selected by relative class sampling method. Data were collected through five questionnaires: school climate, scientific optimism, teacher collective efficiency, school effectiveness and students' academic achievement. The reliability coefficients of the questionnaires, using Cronbach's alpha, were 0.93, 0.94, 0.74, 0.86 and 0.82, respectively. Pearson correlation coefficient and structural equation modeling were used to analyze the data. The results showed there is a significant relationship between school atmosphere, scientific optimism and teachers' collective efficiency with school effectiveness. There is also significant relationship between school effectiveness and students' academic success. The effectiveness of the school plays a mediating role in the relationship between scientific optimism, collective efficiency of teachers and the school atmosphere in students' academic success.

The aim of this study was to investigate the relationship between teacher collective efficiency, school atmosphere, teachers’ scientific optimism and students' academic success with the mediating role of school effectiveness in girls high schools in districts one and two of Urmia. Concerning its objectives, this is an applied study and concerning its data collection procedure, this is a descriptive-correlational study. The statistical population was all the teachers of girls high schools in districts one and two of Urmia (N=800). Using Morgan table, 260 teachers were selected by relative class sampling method. Data were collected through five questionnaires: school climate, scientific optimism, teacher collective efficiency, school effectiveness and students' academic achievement. The reliability coefficients of the questionnaires, using Cronbach's alpha, were 0.93, 0.94, 0.74, 0.86 and 0.82, respectively. Pearson correlation coefficient and structural equation modeling were used to analyze the data. The results showed there is a significant relationship between school atmosphere, scientific optimism and teachers' collective efficiency with school effectiveness. There is also significant relationship between school effectiveness and students' academic success. The effectiveness of the school plays a mediating role in the relationship between scientific optimism, collective efficiency of teachers and the school atmosphere in students' academic success.

The present study was conducted with the aim of investigating the effectiveness of teaching psychological capitals and emotional self-regulation on the low academic eagerness of the female student teachers. The present study is a quasi-experimental with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included female student teachers at Farhangian University in the city of Shahr-e-kord in academic year 2018-19. 45 female student teachers with low academic eagerness at the Farhangian University of Shar-e-kord were selected through purposive sampling method and were randomly assigned to experimental and control groups (15 students in the experimental group of psychological capitals, 15 students in the experimental group of emotional self-regulation and 15 students in the control group). The experimental groups received ten ninety-minute sessions of interventions of teaching psychological capitals (Akhoondi, 2017) and emotional self-regulation (Gross, 2007) separately in two-and-a-half months. The questionnaire of academic eagerness (Fredricks, 2004) was used for data collection. The data from the study were analyzed through repeated measurement ANOVA and Bonferroni follow-up test. The results showed that teaching psychological capitals and emotional self-regulation have significant effect on the academic eagerness of the student teachers with low academic eagerness (p<0/001). Moreover, the follow-up study showed that there was a significant difference between the effectiveness of the two treatments with the psychological capitals group outperforming the emotional self-regulation group.

The purpose of this study was to analyze teachers' narratives of learning difficulties of elementary school students. This research was conducted with a qualitative approach and using the method of narrative research. First, 6 male and female teachers of an elementary school in Bilesvar city, who were chosen based on purposive sampling, sat a semi-structured interview until data saturation was obtained. The interviews were analyzed using thematic (categorical) analysis. In the deep analysis and perception of teachers' narrative, three main themes including individual factors with subtopics of ‘lack of motivation for progress’ and ‘learning disabilities’, family factors with the sub-themes of ‘low socio-economic status of parents’ and ‘poor emotional relationships between parents and children’ and school factors with the sub-themes of ‘inappropriate assessment methods’ and ‘unfavorable atmosphere in the classroom’ were identified. Due to the fact that in this study, the effective factors on the students’ learning problems were identified from the teachers' narratives, the necessary training should be provided to the teachers and families depending on the nature of the problem. Early detection of learning disabilities in children will be an effective step in preventing academic failure.

The aim of this study was to determine the relationship between classroom management styles and students' metacognitive skills with the mediating role of teachers' self-efficacy. The research method is quantitative and correlational. The population of this study consisted of all teachers and students of the second year of high school in Fin, Hormozgan, including 59 teachers (25 women and 34 men) and 359 students (123 girls and 236 boys). From among this population, according to Cochran's formula, 51 teachers and 185 students were selected using cluster sampling method. The research instruments of this study were three questionnaires of self-efficacy (Scherer & Adams, 1982), class management styles (Wolfgang & Glickman, 1986), and state metacognition (O'Neill & Abedi, 1996). The data were analyzed using descriptive statistics such as mean and standard deviation and inferential statistical test of Pearson correlation and path analysis using SPSS version 21 and LISREL 8.8. Based on the results of t-test (22.03) and path coefficient of 0.154, there is a significant relationship between class management styles and metacognitive skills with the mediating role of self-efficacy. There is also a positive and significant relationship between classroom management styles and students' metacognitive skills (1.144). But no significant relationship was found between self-efficacy and the students' metacognitive skills (0.379).