JOURNAL OF EDUCATION STUDIES
Year:2020 | Volume:6 | Issue:22|Papers Count:6

The purpose of this study was to investigate the effect of existential approach training on quality of life and job satisfaction of junior high school teachers. This study was performed by pretest-posttest quasi-experimental method with a control group. The statistical population of the study included all junior high school teachers in Takestan city in the academic year 2016-2017, which numbered 400 people. Using available sampling method, 20 individuals were selected and randomly assigned to experimental and control groups. In order to collect data, the WHO Quality of Life Questionnaire (WHOQOL-BREF) and Barry Fieldworth's Job Satisfaction Questionnaire were used. Univariate Covariance test was used for data analysis. The results showed that existential approach training had a significant effect on increasing the quality of life of teachers (p <0. 001). The results also showed that existential approach training had a significant effect on teachers' job satisfaction (p <0. 001). Therefore, existential approach training has been effective in enhancing the quality of life and job satisfaction of teachers.

The purpose of this study was to investigate cognitively the concepts of teacher-researcher and lesson study from the viewpoints of Ayatollah Taleghani campus educational science students. This study was conducted by qualitative method, and its data, mostly interviews, were collected through the clarification of the lived experiences of the students of educational sciences in their curriculum. Educational science students were exposed with two old and new course experiences as well as the implementation of them in the midway. They took several lessons with a research approach. The major findings of this article showed that the students could not distinguish much differences between the concept of teacher-researcher and lesson study. The clarification of students’ lived experiences in different courses by means of research approach also indicated that they have failed to gain a correct and independent understanding of the concepts of teacher-researcher and lesson study in a cognitive and practical way. By analyzing the students' experiences, it was found that in practical courses, the most important of which is the internship course that requires both teacher-researcher and lesson study as bases, the sufficient skill and knowledge have not been achieved.

The purpose of this study was to compare the tendency to critical thinking and academic self-efficacy of students of Khorramabad Farhangian University. In terms of purpose, this research is among the applied researches and in terms of data collection method, it is a quantitative research based on causal-comparative approach. The statistical population included all male and female students of Khorramabad Farhangian University (948 people). The sample size was determined using Krejcie and Morgan table and 274 people were selected by stratified sampling method. To collect data, the Uniform Fellowship Self-Efficacy Questionnaire and Rickets's Critical Thinking Questionnaire were used. For data analysis, Kolmogorov-Smirnov test, independent group T-test, Multivariate analysis of variance analysis and univariate analysis of variance were utilized by SPSS software. The results showed that the mean scores of the tendency towards critical thinking in male students were higher than female students' mean scores. Mean scores of academic self-efficacy in female students were higher than male students' mean scores. Therefore, increasing the level of tendency to think critically and students' academic self-efficacy should be considered in the development of university curricula.

The purpose of this study is to provide an effective teaching method for students' shyness. Teaching is a seemingly easy activity, but in fact it is a complex, precise and specialized task, because the teacher is faced with many complex factors in teaching that are difficult to separate from each other and change them for optimal teaching. One of these factors is communicating with students, especially shy students and how they participate in the courses; it has always been a matter of teachers' concerns. The present study is a qualitative study with a case study that was designed through reverse-learning educational protocols and participatory observation to eliminate students' shyness. The statistical population of this study is all students of the sixth elementary school in the Shohadaye Resane girls' primary school in Tehran. Five of them were identified as shy students and were indirectly studied. The findings showed that by means of an index and three categories, students could be reluctant to resolve the shyness, such as acceptance at the level of index and trustworthiness, respect and intimacy were extracted as categories. The results showed that through the index and categories; scholarly students were encouraged to participate in the course and participated. One of these factors is to communicate with students, especially shy students and how they participate in the lessons; It has always been a topic of concern for teachers. Therefore, the purpose of this study is to provide a teaching method that is effective on students' shyness. The method of the present study is a qualitative study with a case study that has been done by designing an educational protocol in reverse with participatory observation to eliminate students' shyness.

The purpose of this study was to investigate the relationship between philosophical mentality and professional maturity of social sciences teachers with their teaching style in junior high schools in Tabriz. This research was applied in terms of purpose and descriptive-correlation in terms of method. The statistical population of the present study was all social science teachers in the junior high schools in Tabriz (113 people). The statistical sample of 87 people was selected by stratified random sampling according to Krejcie and Morgan (1970) table. The data collection tool in this research included Hashemi's philosophical mindset questionnaire (1995), Super's career development questionnaire (1980) and Grasha's teaching style questionnaire (2002). The results indicated that there is a positive and significant relationship between the teachers' philosophical mentality and expert style, personal model style, facilitator style, and delegator or interactive style (p < 0. 01). There is a positive and significant relationship < br />between the components of comprehensiveness, penetration and flexibility with expert, personal, facilitator and delegator styles of teachers (p < 0. 05). Also, there is a positive and significant relationship between professional maturity with expert, personal, facilitator, and delegator teaching styles of teachers (p < 0. 05).

The purpose of this study was to investigate the promotion of awareness, attitude, and ability resulting from holding the Article 28 training course at Farhangian University. In this research, descriptive-survey method was used. The statistical population of this study was 129 students recruited through Article 28 in primary and secondary education of Farhangian University of Fars Province (Shahid Rajaei Branch) who were selected by stratified proportional sampling. Three questionnaires were used for data collection. The validity and reliability of the questionnaire were determined by the researchers. The maximum score a person can get from awareness, attitude, and ability questionnaire is 125, 45, and 35, respectively. SPSS and Excel software were used for data analysis. The findings showed that the mean attitude of the students was 88. 42± 11. 4, which indicates that the students had a moderate attitude toward the course. The mean of students’ , awareness was 29± 4. 52, indicating good knowledge of students. The average ability of the students in the course was 26. 95± 4. 68, which indicates that the students were able to average. According to the findings of the study, the promotion of attitude and ability of the Article 28 students during and after university courses should be given more attention.