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1 – 10 of over 2000Khalil Gholami and Mahmoud Mehrmohammadi
Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with…
Abstract
Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to understand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional consciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the professional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position.
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Khalil Gholami and Sonia Faraji
Using a grounded theory approach, this study aims to develop a framework of teacher entitlement in Iran. The preliminary findings point to chronic socio-economic frustration as…
Abstract
Using a grounded theory approach, this study aims to develop a framework of teacher entitlement in Iran. The preliminary findings point to chronic socio-economic frustration as the main theme present in the entitlement discourse among Iranian teachers. Teachers were highly dissatisfied and felt that they deserved better social and economic advantages. The chapter unearths the dynamics of power relations in the wider educational context, and several factors in the immediate practical context of teaching (i.e., poor quality of teaching environments, crisis in teachers' professional identity, the complexities of teaching), that produced entitlement perceptions which, in turn, led to unacceptable behavior on the part of some teachers. The study also considers the negative impact of entitled teachers in schools on teacher–learner relationships and offers a conceptual framework for understanding teacher entitlement in the context of Iran.
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Rooprekha Baksi Maiti and Shamindra Nath Sanyal
The purpose of this paper is twofold: first, to find out the factors that affect organizational commitment in the school education sector and second, how these factors might be…
Abstract
Purpose
The purpose of this paper is twofold: first, to find out the factors that affect organizational commitment in the school education sector and second, how these factors might be modified to judge organizational commitment of the school teachers.
Design/methodology/approach
This study was conducted using qualitative interviews with two sets of school teachers – government and government-affiliated schools and private schools in and around Kolkata city. The sample size was 40. The data triangulation method was applied for optimal verification of the result. Then the pattern of concordance author– coder pair was tested using Cohen’s kappa.
Findings
This study investigated eight factors expected to influence organizational commitment. Out of these eight factors, five factors were found – “on employees’ perception and need achievement,” “cognitive abilities of the employees,” “assessment of the employees,” “factors related to personality” and “organizational factors which influence organizational commitment” – which qualitatively exert more influence on organizational commitment.
Practical implications
The authors proposed that the concept of organizational commitment and its application in the academic sector might be modified to optimize the role of organizational commitment and to enhance the credibility of the teachers. A comprehensive organizational commitment model that has been proposed is expected to gain future direction of organizational commitment research. The parameters of the study can be used in the school sector, as well as in the corporate sector through proper improvisation, and it is expected that the corporate sector will be benefited. It is because the factors that were selected for the study are also relevant to the corporate sector.
Originality/value
This is a conceptual-type paper. The factors that were selected had an effect on the organizational commitment of the school teachers and these factors can also be applied in corporate sector to improve their level of commitment.
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Hossein Mansouri, Abdullah Rasaee Rad, Rodoula H. Tsiotsou and Maizaitulaidawati Md Husin
The study aims to identify critical factors that influence football fans’ support of their favorite team by examining the impact of social responsibility, brand credibility and…
Abstract
Purpose
The study aims to identify critical factors that influence football fans’ support of their favorite team by examining the impact of social responsibility, brand credibility and team brand equity on patronage intentions of professional football teams.
Design/methodology/approach
An online survey collected data from 331 football fans of the Persian Gulf Premier League (PGPL) in Iran. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).
Findings
The findings revealed that corporate social responsibility (CSR) is able to influence brand equity, brand credibility and patronage intentions. Also, brand equity and brand credibility were found to be positively related to patronage intentions. In addition to that, the findings show that brand equity and team credibility partially mediate the relationship between CSR and patronage intentions.
Practical implications
The findings provide valuable insights to sports teams/club managers aiming to attract new fans and retain current ones by investing in CSR and enhancing brand credibility and equity. Strategies to integrate CSR into relationship marketing and brand management are outlined.
Originality/value
This study empirically highlights the critical role of adhering to CSR and the effects of brand credibility and equity in enhancing patronage intentions among football team fans.
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Shaho Karami, Seyed Mohammad Shobeiri, Hamidreza Jafari and Hamidreza Jafari
Teachers can be regarded as key figures in climate change education (CCE). Therefore, the purpose of this study is assessment of Iranian lower secondary teachers? level of…
Abstract
Purpose
Teachers can be regarded as key figures in climate change education (CCE). Therefore, the purpose of this study is assessment of Iranian lower secondary teachers? level of knowledge, attitudes and practices toward CCE in a less-touched-upon context.
Design/methodology/approach
The present study used a cross-sectional survey design, which used a specially designed questionnaire administered in ten high schools (five boys’ and five girls’ lower secondary schools). A sample of 108 lower secondary school teachers was selected through a multistage stratified random sampling technique. The gender structure of the sample was 48.1 per cent male and 51.9 per cent female subjects. To determine the status of teachers’ knowledge, attitudes and practices, the obtained quantitative data were classified into three categories on a scale of 100 per cent: good status (more than 75 per cent), moderate status (50-75 per cent) and weak status (less than 50 per cent).
Findings
The findings revealed that the involved teachers were equipped with an appropriate knowledge, i.e. 22.2 per cent good and 52.8 per cent moderate levels of knowledge. Furthermore, the subjects’ level of attitude was moderate (44.5 per cent); however, their level of practice was weak (52.8 per cent). In terms of gender, male subjects’ knowledge and attitude levels were higher than those of female subjects. However, female subjects reported higher levels of practice in comparison with male subjects. Overall, the results of this study highlighted the necessity of improving lower secondary teachers’ CCE in general and of the level of their attitudes and practices in particular.
Originality/value
The present study sheds more light on the change management and environmental education within the Iranian context. The results of this study accentuate the necessity of presenting more CCE programs for teachers. Furthermore, curriculum planners can take advantage of the obtained results to carry out curriculum reforms.
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Lida Kakia, Habil Nikolay Popov and Abbas Madandar Arani
The paper describes the relationship between parents’ and teachers’ demographic factors and their judgments about children’s activities and school readiness in primary schools of…
Abstract
Purpose
The paper describes the relationship between parents’ and teachers’ demographic factors and their judgments about children’s activities and school readiness in primary schools of Tehran. The purpose of this paper is to determine: first, the relationship between the child’s gender and the frequency of parent-child activities; second, the relationship between the parent’s gender, age and educational level and the frequency of parent-child activities; and third, the relationship between the teacher’s gender, educational level and length of service with rate of frequency of the child’s school readiness.
Design/methodology/approach
Multi-stage Cluster Sampling was used to select samples, and the research instruments (questionnaires) were distributed among 36 first grade teachers and 756 parents.
Findings
The study found that there were significant gender differences in hands-on activities. With regards to the parent’s age and gender, there were significant differences only in hands-on activities, while, with respect to the educational level of fathers and mothers, there were significant differences in both hands-on and community activities among children. Finally, the finding indicated that there was a significant relationship between children’s skills and the teacher’s gender and length of service.
Originality/value
Although the research findings are consistent with the reality of Iranian families, more research is needed relating the types of activities in which parents and children engage.
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Ali Hassanpour, Sedighe Batmani and Keyvan Bolandhematan
This paper aims to identify and investigate barriers to multicultural education in Iran.
Abstract
Purpose
This paper aims to identify and investigate barriers to multicultural education in Iran.
Design/methodology/approach
This research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data.
Findings
The interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods.
Originality/value
To the best of the authors’ knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.
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Nasibeh Hedayati, Elina Kuusisto, Khalil Gholami and Kirsi Tirri
This chapter studies how in Iranian schools the power of resistance is evident in female students’ moral dilemmas. The Islamic Revolution of Iran was a turning point in Iranian…
Abstract
This chapter studies how in Iranian schools the power of resistance is evident in female students’ moral dilemmas. The Islamic Revolution of Iran was a turning point in Iranian educational system in which the role of religion and the desire for Islamization of all aspects of the society was emphasized. The data was gathered from one girl and one boy school in Tehran in 2016, and it includes lower secondary school students’ essays (Female n=175, Male n=165) about moral dilemmas. The study reveals the impact of Islamic values in school life and that the power of resistance is weak since students cannot criticize Islamic values. However, female students’ moral dilemmas indicate aspects of resistance in terms of questioning the schools rules that are based on these religious values and principles. This chapter examines female cases in detail to discuss how issues related to gender and religion are interconnected in Iranian schools.
Rabeeh Barghi, Aswati Hamzah and S. Mostafa Rasoolimanesh
This paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the…
Abstract
Purpose
This paper evaluates the content of Iranian primary school textbooks – as the fundamental educational tool in transmitting of key components – to highlight to what extent the content pursues the philosophy of heritage education. Heritage preservation, known to be fostering of the sustainable development, is successfully achieved through the education of young people. The philosophy of heritage education is to cultivate the sense of responsibility toward heritage preservation through the approaches of education through heritage, about heritage and for heritage in which students obtain knowledge, understand the value and develop their attitudes.
Design/methodology/approach
This study applies the content analysis approach to evaluate the subject textbooks of the Iranian primary school curriculum. The content analysis was conducted for 51 textbooks across nine subjects and the teacher guidebooks for the art and physical education subjects. Historic country of Iran with a rich local and world cultural and natural heritage is significant context for this study.
Findings
The findings show that, however, heritage elements are applied for conveying the content of some subjects, there is the lack of clarifying of the concept and importance of heritage and cultivating the sense of responsibility toward its preservation.
Originality/value
The results contribute significantly in the heritage education literature as well as improving heritage education in Iran by highlighting the key points which should be considered to design heritage education programs.
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Saeid Moradi and Ali Khalkhali
The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools.
Abstract
Purpose
The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools.
Design/methodology/approach
The data for the study were gathered through a questionnaire administered to 160 respondents who were school teachers. In total, 154 questionnaires were retrieved. This represented approximately 96 percent return rate. The data were analyzed quantitatively using SPSS. The core of the questionnaire was analyzed using Pearson Correlation Coefficient statistical tool to determine the significant the level of ICT integration and usage in teacher's curriculum in Iran's schools. One‐way‐analysis of variance ANOVA was employed to test the relationships between variables and respondents' demographic profile (gender, age, qualifications and length of service). The statistical significance was set at p<0.05.
Findings
Results showed that there were no significant differences in the overall ANOVA analysis based on the respondents' demographic information. Also, the results of the research showed that respondents were dissatisfied with the level of weak integration and usage of ICT into teacher's curricula.
Originality/value
The α reliability of 0.87 was obtained which shows a strong reliability of the research instrument.
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