Investigating the Relationship between the Level of Teachers' Self-awareness and the Academic Achievement Motivation of First Secondary Students in Chalous

Subject Areas : curriculum

Zeynab Azimi ¹ , farzaneh farzei ^{2 *}

1 - MA in Curriculum Development, Chalous Branch, Islamic Azad University, Chalous, Iran.
2 - MA, Teacher of Education Bureau, Shahryar County, Iran (corresponding author) [e-mail]

Received: 2021-02-27 Accepted : 2021-06-01 Published : 2021-08-23

Keywords: self-awareness, academic progress motivation, teaching skills teachers, background knowledge,

Abstract :

Teachers, experts and practitioners in the field of education have realized that the success of students in life is more than passing course units and acquiring academic knowledge and upgrading the degree. Education should also include social and emotional skills to enable learners to effectively face the challenges ahead in life. Among the factors that predict the success of students to a large extent are socio-psychological abilities and competencies. The purpose of this research is to investigate the relationship between the level of self-awareness of teachers and the motivation for the academic progress of students of the first secondary school in Chalous in the academic year of 2018-2019. Based on Morgan's Table, 114 individuals were selected as the sample by using simple random sampling. In addition to descriptive statistics, inferential correlational statistics were used. The results showed that there is a a positive and significant correlation between teachers’ self-awareness and the academic progress of the first secondary students. Finally, it is suggested that different dimensions of teachers' self-awareness should receive the attention and emphasis of the officials.