The consequences of service-oriented learning in primary schools of Tehran city

Subject Areas : Educational Science

Zohreh Gholipour Haftkhani ¹ ( PhD Student of Educational Management, Department of Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran )
Parivash Jafari ² ( Associate Professor, Department of Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran )
Akhtar Jamali ³ ( Assistant Professor, Department of Social and Family Medicine, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran )

Received: 2020-06-08 Accepted : 2020-07-18 Published : 2020-08-22

Keywords: Primary schools, consequences of learning, service-oriented learning,

Abstract :

The aim of this research was investigate the consequences of service-oriented learning in primary schools of Tehran city. This study in terms of purpose was applied and in terms of implementation method was mixed. In qualitative section among the university experts according to the principle of theoretical saturation, 20 people with purposeful sampling method and in quantitative section among the primary school teachers of Tehran city in 2018-2019 academic years (1600 people) according to Cochran's formula, 309 people were selected by cluster sampling method as sample. Data were collected in qualitative section through review of resources and semi-constructed interviews and in quantitative section through a researcher-made questionnaire (45 items). The reliability was obtained in qualitative section through intra-thematic agreement and in quantitative section, in addition to confirming the formal, content and structural validity, its reliability was obtained by Cronbach's alpha methods and combination above 0.93. Data were analyzed in qualitative section by content analysis and theoretical and open coding methods and in quantitative section by exploratory factor analysis method in SPSS software version 20. In qualitative section after reviewing the background and interviewing with experts, the indicators were identified and then designed the service-oriented learning questionnaire. In quantitative section the findings showed that the outcomes of service-oriented learning have three components of individual (25 indicators and explained variance of 29.879), school or organizational (9 indicators and explained variance of 13.277) and social (11 indicators and explained variance of 12.994).