The Relationship Between Amoul Boys’ High-School Principals' Philosophic Mindedness and Teachers’ Morale to Accept Management Education Model

Subject Areas : Education

M.R بهرنگی ¹ (استاد تمام مدیریت آموزشی دانشگاه خوارزمی)
A.R N.E ² (دانشیار مدیریت آموزشی دانشگاه خوارزمی)
R. یوسف‌زاده اندواری ³ (دانش‌آموختۀ ارشد مدیریت آموزشی دانشگاه خوارزمی)

Received: 2014-07-06 Accepted : 2014-07-06 Published : 2014-05-22

Keywords: philosophic mindedness (PM), Management Education Model (MEM), teachers’ morale,

Abstract :

This study aimed to examine the relationship between high-school principals’ Philosophic Mindedness (PM) and the teachers’ morale to accept Management Education Model (MEM) in Amoul boys’ high schools in the academic year 2012-2013. In fact, the main purpose is to find supportive evidence for the feasibility of the Management Education Model from the teachers’ view and its relation to the degree of the principals’ philosophic mindedness. The statistical population consisted of 86 principals and 850 teachers of Amoul high schools from which 270 teachers and 60 principals were selected drawing on Morgan’s Table. Research instruments were the PM questionnaire (a=0/81), and a researcher-designed questionnaire of teachers’ morale in accepting MEM (a=0/78).  In order to analyze the data, a use was made of  Pearson’s correlation and Regression analysis. The correlation analyses indicated that there was a positive relationship between the principals’ PM with the teachers’ morale in accepting MEM. Further, there were positive relationships among the principals’ PM dimensions, i.e. Comprehensiveness, Flexibility, and Penetration with teachers’ morale to accept MEM. In addition, multiple regressions revealed that the Comprehensiveness (β=0/43) could statistically predict the teachers’ morale.