The relationship between cultural Identity with quality teaching of university professors

Subject Areas : Research in Curriculum Planning

shahin soltani babukany ¹ , Narges Keshtiaray ²

1 - student in curriculums, Department of curriculums planning, Isfahan (khorasgan) Branch, Islamic Azad university,Isfahan, Iran.
2 - Assistant professor, Department of curriculums planning, Isfahan(khorasgan) Branch. Islamic Azad university, Isfahan, Iran.

Received: 2019-03-17 Accepted : 2020-01-12 Published : 2020-04-20

Keywords: quality teaching, Customs, Cultural Identity, language, belonging to the land,

Abstract :

The purpose of extant research was to identify cultural identity relationship with the quality of teaching of Isfahan Islamic university's professors (Khorsgan). The method of research is correlation. Statistical society of all universities' professors were 1070 in 2015-2016. The volume sample with Cocoran method and stratified random sampling evaluated 283. The tool of collecting information was researcher-made cultural identity questionnaire with 30 questions that included components (belonging to the land, language, traditions and customs) and quality teaching questionnaire of Mrs. Akbari Monjez Moei with 40 questions. The validity of cultural identity questionnaire based on Cronbakh's Alpha Coefficient evaluated 92% and the validity of quality teaching questionnaire was 87%. Apparent and content validity of cultural identity questionnaire was also investigated. The analysis of two researches performed in two descriptive statistic and referential statistic levels. The results of research indicated that there is statistical significant relationship between average cultural score and professors' quality teaching. Also, the average scores of professors in cultural identity components and quality teaching components don't have statistical significant difference categorized by group, gender and teaching background. Also, there is statistical relationship between belonging to the land components with quality teaching and quality teaching components (personal features, managing classroom lesson, teaching and occupational development process). There is significant relationship between language with quality teaching and as well as, between tradition (customs) components and quality teaching and quality teaching components.

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