The Comparison of the Present and Ideal Status of Experienced and Inexperienced Teachers’ Participation in the Process of Curriculum Development
Subject Areas : Journal of Educational Psychology
Esmaeil
Kazempour
1
(Assistant professor. Department of education, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran)
Farideh
Haghparast
2
(M.A Educational sciences, IAU. Tonekabon Branch)
Fereshteh
Hedayati
3
(M.A Educational sciences, Tonekabon’s High school Teacher)
Keywords: Teachers’ Participation, Curriculum Development, Experienced and Inexperienced Teachers,
Abstract :
The main purpose of this study was to compare the present and the ideal status of teachers’ participation in the process of curriculum development (planning, implementation and evaluation) among Rasht experienced and inexperienced teachers. As for the population of the study, all Rasht teachers including 3899 experienced teachers (above 15 years) and 259 inexperienced ones (below 5 years) in different levels of education considering two educational districts were included. Based on stratified random sampling and based to Morgan’s table, 351 experienced teachers with more than 15 years of experience as well as 139 inexperienced teachers with less than 5 years of experience were selected. The coefficient (Cronbach Alpha) was used to calculate the reliability. By applying a researcher-made questionnaire, the validity of content was obtained using the Delphi method. The findings from the One-Way ANOVA showed that there was a significant relationship between the means of the experienced and the inexperienced teachers’ marks in the process of curriculum development (planning, implementation and evaluation) between present and ideal conditions of teachers’ participation at the level. Moreover, the means of the experienced and inexperienced teachers’ marks in this process of participation, in comparison to the ideal condition of participation, was higher than the present status of participation.