Designing a Positive Teacher Educational Model in the Second Secondary School (Tenth Grade) Using Data-Based Theory
Subject Areas : Research in Curriculum Planningsomayeh soltani dezaki 1 , mohammad ali nadi 2 * , Ilnaz Sajjadian 3
1 - Ph.D. Student, Department of Educational psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Professor, Department of Educational Science, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Associate Professor, Department of Clinical Psychology, Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Keywords: Positive Teacher, Secondary school (10th grade), theories developed from data, Paradigm Model,
Abstract :
Considering the importance of positive teachers in improving academic performance, creating positive motivation, increasing self-confidence, and providing constructive education to students, this study aimed to design a positive teacher educational model using data-driven theory. The research method is applied in terms of purpose and qualitative in terms of data collection and analysis and is based on grounded theory. The research area in the qualitative section included all female teachers of the second high school (10th grade) in Tehran in the academic year 2019-2020, of which 19 were questioned using theoretical sampling. The criterion for selecting individuals was their expertise, experience, or published work in the field of education. The data collection tool was a semi-structured interview, and the data was collected after interviewing the teachers based on the principle of theoretical saturation. The duration of each interview was 50-70 minutes. The interviews continued until the interviewee did not provide the researcher with new information and merely repeated previous information, thus achieving theoretical saturation of the data with 19 interviewers. To determine the validity and reliability of the data, participant review and review by experts not participating in the research were used. The results of data analysis in three stages of open, axial, and selective coding indicated 14 categories and 102 open codes, which reflected the positive teacher model in the form of a paradigm model including causal factors (supportive atmosphere for teachers by the school and parents, resolving teacher concerns), contextual factors (teacher expertise and mastery, satisfaction and interest from teaching), intervention factors (school infrastructure, economic problems), strategies (constructive and two-way teacher-student interaction, creating motivation and hope in students, involving students in learning, flourishing students' creativity and talents, encouraging students), and consequences (students' peace and security, developing moral and thinking skills, developing emotional intelligence and competence). The positive teacher model is used as an appropriate model for teachers and to help solve students' problems in school and in double classes. It is also suggested that education officials and stakeholders directly promote teachers' positive characteristics by holding positive teacher training workshops for them.
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