The Identification of the Teachers’ Beliefs about the Value of the six Curriculum Orientations

Subject Areas : Research in Curriculum Planning

nasrolah  norozi ¹ (1 دانشجوی دکتری، دانشگاه شیراز، شیراز، ایران)
zahra  maarefat ² (2 و 4 کارشناس ارشد، دانشگاه شیراز، شیراز، ایران)
habibolah  neamati Zeyarati ³ (3 کارشناس ارشد، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران)
zahra  mirshekari ⁴ (2 و 4 کارشناس ارشد، دانشگاه شیراز، شیراز، ایران)

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2015-03-21

Keywords: Cognitive Process Orientation, Academic Rationalism Orientation, Eclectic Orientation, Self-Actualization (Humanistic) Orientation, Technological (Behavioral) Orientation, Social Reconstruction Orientation,

Abstract :

The present study which is of a descriptive - survey type aimed to identify the Shiraz school teachers’ beliefs about the value of curriculum orientations. For this purpose, a classified random sample including 368 teachers at Shiraz Schools, in academic year of 2011-2012, were selected. They, then, answered to a curriculum orientation questioner which its reliability and validity had been calculated and verified. One sample T-test, repeated measures analysis of variance, multivariate analysis of variance as well as Bonferroni and Scheffe post hoc tests were used to analyze the data. It was, therefore, resulted from the findings that all of the six curriculum orientations, from the teachers' point of view, were highly valued however, the behavioral orientation has been considered as the most invaluable one.Furthermore, it was determined that the teachers at different school levels thought significantly different about the importance of curriculum orientation while, such difference was not found neither between the teachers with opposite genders, nor between those with different years of experience.

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