A survey on the effect of teacher’s attitude changing in their teaching-learning performance (Case study, primary school in Maragheh at 1389-90)
Subject Areas : Journal of Cultural Management
الهام تمجیدتاش
1
(
مسئول مکاتبات
)
محمدعلی مجلل چوبقلو
2
(
ندارد
)
رحیم عبداله فام
3
(
ندارد
)
یوسف بیگ زاده
4
(
ندارد
)
Keywords: change in attitude, teaching-learning performance, primary school teachers,
Abstract :
Introduction and Research Goal: Educational system of any community plays a great role in helping people reach misery or salvation and teachers with high level of knowledge and descent responsibility are the biggest catalysts in the process of leading young students toward a prosperous future for themselves and their country. Method: This research has been fulfilled experimental and it has considered the role and the relation of the teachers' viewpoint changing in their teaching and learning function quality. For this purpose from among of the statistical community including 699 male and female teacher at the elementary level of Maragheh, 50 people were selected by chance as sample in order to evaluating of the effect of the independent variant(viewpoint changing) on dependent variant (teaching-learning function). They were pre-tested and primary state of their viewpoint was evaluated. Also the quality of their teaching-learning function observed by a list, then during an instructional period the instructions were taught them in order to improving their viewpoint towards teaching. And their new viewpoint was observed and marked through post-test and teachers' teaching-learning function after instruction in the class. Finally the averages of the both test were presented after a test in two times and primary and finally evaluation, then the significance of the average was considered by using of test (two sample test) and the basic and the secondary theory of the research approved. Findings: the findings of this research show that was concluded that there is a positive relationship between research's dependent and independent variant. Conclusion: teachers' teaching-learning activities improve with their viewpoint correction.
