Feasibility of Implementing the “ Fundamental Transformation Document” in Classrooms and Schools in Iran`s Education System, from the Viewpoint of Teachers and Principals

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Zare Abdollahi Somayeh; ABBASI PARVIN; Zandvanian Ahmad

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Journal: JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT Year:2019 | Volume:3 | Issue:4 Page(s): 33-49

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Information Journal Paper

Title

Feasibility of Implementing the “ Fundamental Transformation Document” in Classrooms and Schools in Iran`s Education System, from the Viewpoint of Teachers and Principals

Author(s)

Zare Abdollahi Somayeh | ABBASI PARVIN | Zandvanian Ahmad | Issue Writer Certificate

Keywords

Educational reform

the “fundamental transformation document”

primary education

teachers and principals

Abstract

This research is aimed at assessing the feasibility of implementing the “ fundamental transformation document” in classrooms and schools in Iran`s education system, from the viewpoint of teachers and principals of primary schools of Yazd. In this study, using a descriptive survey method, the teachers’ opinion on 5 aspects of media, content, teaching, time and motivation, and the principals’ overall opinions were studied. The statistical population consisted of two groups of teachers and principals from primary schools of Yazd. 459 teachers and 186 principals were selected via stratified random sampling method based on the Krejcie-Morgan table. The research instruments were two researcher-made questionnaires whose reliability, using Cronbach's alpha coefficient, was calculated to be α = 0. 976 (for teachers’ version) and α = 0. 953 (for principals’ version). Moreover, to estimate the content validity of the instruments, expert judgement method was used. For data analysis, one sample T-test, two independent samples T-test, One-way ANOVA and Scheffe post-hoc test were used. The results showed that from the viewpoint of both groups of teachers and principals, the fundamental transformation document is operational in the classroom. From the perspective of teachers, in the aspects of content, time, and teaching, this document can be implemented in classrooms and schools of Yazd; but in the aspects of media, and motivation, the document cannot become operational. Finally, the results showed that from teachers' point of view, there is no significant difference in terms of gender, teaching periods, and educational degrees. But in the type of school (governmental, nongovernmental, support packages), the differences were significant. Female principals, in contrast to male principals, had a more positive attitude toward the implementation of the fundamental transformation document in schools.

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APA: Copy

Zare Abdollahi, Somayeh, ABBASI, PARVIN, & Zandvanian, Ahmad. (2019). Feasibility of Implementing the “ Fundamental Transformation Document” in Classrooms and Schools in Iran`s Education System, from the Viewpoint of Teachers and Principals. JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT, 3(4 ), 33-49. SID. https://sid.ir/paper/269614/en

Vancouver: Copy

Zare Abdollahi Somayeh, ABBASI PARVIN, Zandvanian Ahmad. Feasibility of Implementing the “ Fundamental Transformation Document” in Classrooms and Schools in Iran`s Education System, from the Viewpoint of Teachers and Principals. JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT[Internet]. 2019;3(4 ):33-49. Available from: https://sid.ir/paper/269614/en

IEEE: Copy

Somayeh Zare Abdollahi, PARVIN ABBASI, and Ahmad Zandvanian, “Feasibility of Implementing the “ Fundamental Transformation Document” in Classrooms and Schools in Iran`s Education System, from the Viewpoint of Teachers and Principals,” JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT, vol. 3, no. 4 , pp. 33–49, 2019, [Online]. Available: https://sid.ir/paper/269614/en

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