The Relationship between Dimensions of Philosophical Mindedness and Teaching Methods in High School Teachers
Subject Areas : Journal of Educational PsychologyAli Hosseini Mehr 1 , Fariba Emami 2
1 - Assistant Professor. Department of Philosophy of Education, Islamic Azad University, Takestan Branch, Takestan, Iran
2 - M.A in Philosophy of Education, Islamic Azad University, Takestan Branch, Takestan, Iran
Keywords: teaching methods, high school teachers, philosophical mindedness,
Abstract :
The purpose of the present research was to investigation of the relationship between dimensions of philosophical mindedness and teaching methods in high school teachers. Method study was correlation. Statistical community was all s high school teacher from of management education district 2 Qazvin city. Sample includes 115 teacher that have been chosen via random sampling method. Assessment instruments were the researcher made questionnaire. Data was analyzed by using Pearson correlation coefficient, Stepwise multiple regression and Multivariate analysis of variance (MANOVA). Finding demonstrated that there is negative significant relationship between flexibility and traditional teaching methods. Also there is positive significant relationship between comprehensiveness and penetration with modern teaching methods. Stepwise regression analysis showed that flexibility could explain %14 of variance in traditional teaching methods and comprehensiveness and penetration, could explain %23 of variance in modern teaching methods. Multivariate analysis of variance showed that is not significantly different between dimensions of philosophical mindedness and teaching methods in high school teachers.