Designing a Model of Affective Factors that Affects Participation of Primary Teachers in in-service Training

Document Type : Original Article

Authors

1 Professor, Department of Educational Science and Psychology, Tabriz University, Tabriz, Iran.

2 PHD Student of Curriculum Planning, University of Tabriz, Tabriz, Iran.

3 Associate Professor, Department of Educational Science and Psychology, Tabriz University, Tabriz, Iran.

4 education department, education faculty University of Tabriz

Abstract

In-Service Training is a way of upgrading teachers’ skills and knowledge for improving teaching and learning which may lead to a better job performance. In order to reach this, affective participation of teachers is needed. The purpose of this research is to design a model of affective domain that affects participation of teachers in in-service training in Tehran. The research method used in this study was exploratory mixed. The qualitative section was based on the grounded theory method on 28 teachers of the primary schools in Tehran through targeted sampling and data saturation. The data collection method was carried out through a semi- structured interview and was analyzed using Strauss and Corbin (2008) method that includes 3 sections of contextual conditions, strategies, and results. The statistical population of the study consisted of all teachers of primary schools in Tehran. The quantitative section used clustered sampling that comprised of 384 teachers. A Researcher-made questionnaire with 73 questions was designed and validated through factor analysis. Model validation was obtained through contingency factor analysis and the Internal reliability of the questionnaire was calculated using Cronbach’s Alpha (0.84). The results show teachers’ economic situation, teachers’ social status and delivery mode, in contextual conditions, motivational factors, teachers’ experience, in strategies, and teachers’ change of view, effectiveness of in-service training in results. They all had the highest factor load.

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History

  • Receive Date: 03 July 2021
  • Revise Date: 01 October 2021
  • Accept Date: 05 October 2021

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