Document Type : Original Article
Authors
1 PhD student, Department of Educational Management, Damavand Branch, Islamic Azad University, Damavand, Iran.
2 Faculty member, Department of Educational Management, Faculty of Humanities, Islamic Azad University, Damavand, Iran.
3 Faculty member, Institute of Educational Studies, Tehran, Iran. (Educational Research and Planning Organization)
Abstract
The aim of this study was to present an empowerment model for primary school teachers based on lesson study approach (case study in Tehran). The research method was applied in terms of purpose and mixed (qualitative-quantitative) in terms of data collection and the nature of the data. The statistical population in the qualitative phase of the study included education experts and distinguished teachers in education office districts. The sample size in the qualitative phase was calculated based on the theoretical saturation principle using purposive sampling method. In the quantitative phase, the statistical population of the study included all 3,500 primary school teachers of Tehran. Cochran's formula was used to estimate the sample size and 350 participants were selected using cluster sampling. Interviews and questionnaires were used to collect data in the present study. The validity and reliability of the instruments were reviewed and confirmed. In the qualitative phase, the data analysis method was theoretical coding that was done using MAXQDA software. In the quantitative phase, inferential statistics tests such as Pearson correlation, one-sample t-test, structural equation modeling, and heuristic factor analysis were performed using SPSS-v21, Smart Pls-v2, and Lisrel-v8.8. The results of factor analysis showed that out of the 120 available indicators (items), 18 main components were identified. Accordingly, the components of knowledge, skill, attitude as constituent factors and individual factors, organizational factors and group factors were identified as effective factors.
Keywords
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