The relationship between teaching agility and justice, trust and educational commitment Mediated belief in the effectiveness of teacher teaching (Case study; Secondary school students in Isfahan)
Subject Areas : Educational Science
Farhad Shafiepour Motlagh
1
(
Mahallat Branch,Islamic Azad University,Mahallat,Iran
)
Keywords: educational justice, educational trust, Belief in teacher teaching efficiency, teaching agility, educational commitment,
Abstract :
The aim of the present study was to investigate the relationship between teaching agility and justice, trust and educational commitment through the mediation of belief in the effectiveness of teacher teaching. The research method was descriptive-correlational. The statistical population included all high school students in the city of Isfahan in the academic year of 1399-99 in the number of 50707 people. The sampling method was a multi-stage cluster in which 382 people were randomly selected for research based on Morgan-Krejcie sample size formula. The research tool was based on 5 categories of questionnaires, which are: 1. Questionnaire of belief in teacher teaching efficiency 2. Questionnaire of agility in teaching 3. Questionnaire of educational justice 4. Questionnaire of educational trust and 5. Questionnaire of educational commitment. Descriptive statistics (frequency, percentage, mean) and inferential statistics (Pearson correlation tests, stepwise multiple regression and structural equation model) were used to analyze the data. In general, the results showed that there is a significant relationship between teaching agility with justice, trust and perceived educational commitment at the level of P <0.05. Belief in teacher teaching efficiency mediates the relationship between teaching agility and perceived justice, trust, and perceived educational commitment at the P <0.05 level. The experimental model of the research had a relatively good fit.
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