Objectives and Content of the Empowerment Curriculum for Multigrade Primary School Teachers

Subject Areas : Content Analysis

Abdolkarim Elahi ¹ , Hassan Saemi ² , Ali Asghar Bayani ³ , Mohammad Mehdi Naderi ⁴ , Kazem Shariatnia ⁵

1 - Department of Educational Sciences, Az.C., Islamic Azad University, Azadshahr, Iran
2 - Department of Educational Sciences, Az.C., Islamic Azad university, Azadshahr, Iran
3 - Department of Educational Sciences, Az.C., Islamic Azad University, Azadshahr, Iran
4 - Department of Philosophy, Az.C., Islamic Azad University, Azadshahr, Iran
5 - Department of Psychology, Az.C., Islamic Azad University, Azadshahr, Iran

Received: 2025-06-04 Accepted : 2025-07-21 Published : 2025-08-02

Keywords: Empowerment, teachers, multi grade, primary education,

Abstract :

The aim of the present study was to develop the objectives and content of a curriculum for empowering multigrade primary school teachers. The research method was conventional qualitative content analysis. The participants included faculty members of the Department of Educational Sciences and multigrade teachers in Golestan Province. The sampling method was purposive sampling, and data collection continued until data saturation, which was achieved with 15 participants. Semi-structured interviews were used to collect data. To ensure the accuracy and credibility of the data, peer review and participant review were employed. Qualitative content analysis was used for data analysis.The results showed that the curriculum objectives consisted of 29 concepts, eleven subcategories, and five main categories, which were: evaluating and improving teachers’ psychological and professional skills, enhancing occupational, individual, and psychological competencies, increasing the use of modern teaching methods, improving and managing the process and quality of education, and recognizing and managing cultural and social differences.The curriculum content also consisted of eleven concepts, four subcategories, and one main category, which was: attention to individual, social, and psychological dimensions. This category included the subcategories of individual skills, professional skills, psychological skills and their application, and offering courses related to social life skills.

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