Presenting a model for empowering new elementary school teachers in Tehran

Document Type : Tarviji

Authors
Roghayeh Sadeghi 1
Mojtaba Moazami 2
Sayed Mohmod Hashemi 3
Esmaeil Kayosi 4
Bibisadat Miresmaeili 5
1 PhD Student in Educational Management, North Tehran Branch of Azad University, Tehran, Iran
2 Assistant Professor of Higher Education Management, North Tehran Azad University, Tehran, Iran
3 Assistant Professor of Business Management, North Tehran Azad University, Tehran, Iran
4 Professor of Cultural Policy, North University of Tehran, Tehran, Iran
5 Assistant Professor of Media Management, Islamic Azad University, Damavand Branch, Tehran, Iran
Abstract
The purpose of this study is to provide a model for empowering new elementary school teachers in Tehran. Current study In terms of purpose Applied, In terms of data collection method it was a descriptive-survey. The present study was descriptive-survey in terms of applied purpose and in terms of data collection method. In the first part (qualitative) for conducting field interviews, the statistical population of the research, prominent professors in the field of educational management and prominent and successful teachers with a long history in primary education were purposefully selected for qualitative interviews on research (18 The interview with 18 people continued to the point of theoretical saturation). In the second part (quantitative) after collecting information from qualitative research, a questionnaire was made and this questionnaire (53 items in the form of 8 components) among all new elementary teachers (elementary teachers in Tehran who have less than 3 years of work experience) were distributed (270 teachers). Max QDA Pro version software was used to analyze the interviews and extract the research codes. Stretch and skewers indicators to check the distribution of data (normal or abnormal) and to review and answer research questions and draw and develop a measurement model and structural model of SPSS software version 24, Smart PLS Version 0.2 was used. The results showed that all eight variables obtained from the present study, which include teaching and learning, teacher knowledge promotion, attitude, individual, communication, barriers to teacher empowerment, organizational and managerial, are components.

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Subjects

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Society Culture Media
Volume 12, Issue 47
Summer 2023
Pages 311-329

  • Receive Date 20 October 2021
  • Revise Date 19 November 2021
  • Accept Date 06 December 2021