Designing a pattern for developing the research competence of primary school teachers in Tehran

Subject Areas : Education

somayeh toolabifard ¹ , NADER Barzegar ² , Saeed Alizadeh ³

1 - PhD student in Educational Management. Faculty of Management.West Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Educational management, faculty member, tehran, iran
3 - Assistant Professor, Department of Educational Sciences, West Tehran Branch, Islamic Azad University, Tehran, Iran

Received: 2021-12-15 Accepted : 2022-06-06 Published : 2023-08-23

Keywords: teachers, education, Research, research competencies,

Abstract :

Introduction: The present research aimed to design a pattern for developing the research competence of teachers of the Ministry of Education. This research has been qualitative and quantitative (mixed) in terms of practical purpose and in terms of data collection method.
Methods: The statistical population of the study in the qualitative section including all experts, professors, specialists in the field of educational sciences and senior managers of education to theoretical saturation to 17 people and in a quantitative part of the large community of teachers, according to Morgan table and cluster sampling method 384 people They were selected according to 5 regions: north, south, east, west and center of Tehran. The data collection tool was semi-structured in the qualitative part of the interview form and in the quantitative part of the researcher-made questionnaire had 4 dimensions, 16 components and 133 indicators (questions) which were adjusted based on the Likert five-choice spectrum. Then, by Delphi technique and brainstorming technique as well as the distribution of questionnaires among the statistical sample, data were collected and analyzed based on Kolmogorov-Smirnov test and confirmatory factor analysis.
Results: Finally, after open coding, axial and finally selective as well as statistical analysis performed by the researcher, 6 dimensions, 20 components and 111 indicators have been finalized.
Conclusion: After the final analysis of mental competencies, personality competencies, interpersonal competencies, value-attitude competencies, moral competencies and professional-specialized competencies and some of its components including perceptual and reflective skills, decision making and problem solving, Self-confidence, effective interaction, teamwork and networking, effort and perseverance, piety and religious insight, management and research leadership, knowledge skills, etc. have been identified.

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