Presenting the causal model of school culture relationships on teaching quality with the mediating role of willingness to change and systemic thinking
Subject Areas :
1 - Assistant professor, Department of Educational Sciences and Psychology, PayamenoorUniversity, pobox 19395 -3697Tehran, IR of Iran
Keywords: school culture, teaching quality, willingness to change, systemic thinking,
Abstract :
Abstract Introduction: The purpose of this research is to provide a causal model of the relationship between school culture and teaching quality, emphasizing the mediating role of willingness to change and systemic thinking of elementary teachers research methodology: . The method of this research is correlation and the statistical population includes elementary school teachers of Darab city (210 people, 28 men and 182 women). To determine the sample size, 132 people were selected from Morgan's table and also the relative stratified sampling method was used. In order to collect data, Gaffey and Jones (1996) school culture questionnaires, Albrecht's desire to change (2003), Neef's systemic thinking (2001), and Siraj's teaching quality (2002) were used. The data were analyzed by path analysis method by Lisrel software. Findings: The findings showed that the greatest direct effect is related to the direct effect of the willingness to change on systemic thinking (0.29) and the least direct effect is related to school culture on systemic thinking (0.16). It should be noted that the greatest indirect effect is related toThe direct effect of willingness to change on systemic thinking (0.07) and the least indirect effect related to school culture on systemic thinking (0.06) and teaching quality (0.06). Conclusion: The results show the impact of school culture on the desire to change, the desire to change, the ability to speed up mental abilities and focus these abilities in order to achieve the organization's missions are conceptualized. Also, according to the findings of the research, the role of culture has an impact on systemic thinking among teachers.