Designing a model for quality of teachers' ranking system
The present study aimed to design a quality model for the teacher ranking system. The research method is applied in terms of purpose, mixed (qualitative-quantitative) in terms of research method and descriptive-survey in terms of data collection method. The statistical population in the qualitative...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Iranian Educational Research Association
2022-06-01
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| Series: | پژوهش در نظامهای آموزشی |
| Subjects: | |
| Online Access: | https://www.jiera.ir/article_162369_3097761cdd2027c437c3e6c79887eaf2.pdf |
| Summary: | The present study aimed to design a quality model for the teacher ranking system. The research method is applied in terms of purpose, mixed (qualitative-quantitative) in terms of research method and descriptive-survey in terms of data collection method. The statistical population in the qualitative section included teachers included in the ranking system, principals and experts familiar with this field in Tehran, who by purposeful sampling method with 15 people as participants in semi-structured interviews. The statistical population in the quantitative part includes all primary, secondary and high school teachers in Tehran, whose number was 46,351 and the sample size was 381 using Cochran's formula, which was done by multi-stage cluster random sampling. Is. Data collection tool was a researcher-made questionnaire with 89 questions. To analyze the data in the qualitative part, the content analysis method was used and in the quantitative part, the structural equation modeling test using LISREL software was used. The findings of the qualitative section led to the identification of 37 subcategories, 9 sub-categories and 3 main categories as structural, contextual and behavioral strategies. In the quantitative part, the final model of the research was confirmed by first and second order confirmatory factor analysis and its validity and reliability were confirmed. the results showed that the variables of contextual, behavioral and cognitive strategies have a significant effect on teachers' quality model. |
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| ISSN: | 2383-1324 2783-2341 |