...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Modern Applied Science >Study the Impact of Employing Action Research on Middle School Teachers' Performance
【24h】

Study the Impact of Employing Action Research on Middle School Teachers' Performance

机译：研究运用行动研究对中学教师绩效的影响

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This research aims to study the impact of employing action research on middle school teachers' performance in district 3 education of Tehran in 2015 educational year. With regard to its aim, this study can be considered as an applied research and regarding the data collection method, it is a descriptive(ex post facto) research. The population of this study includes middle school teachers working in district 3 education of Tehran in 1394 educational year. A study sample of 100 individuals was selected through random stratified sampling method and divided into two groups of 50 teachers. Research tool was the organizational performance questionnaire by Hersey and Goldsmith (2003). This questionnaire was set up as a 5-point scale questionnaire and includes seven sub-scales(ability, clarity, assistance, encouragement, evaluation, validity and environment). Validity of instrument was determined by Goldsmith through content method and in this research content validity was used as well. In addition, reliability factor of the questionnaire is 87% which is calculated by Cronbach’s alpha. Data collected from questionaries was analyzed using independent T-tests and Manova?? in two different levels of descriptive and Inferential statistics. The results of the current research indicate that in general deploying action research affects performance of middle school teachers in district 3 education of Tehran. In secondary hypotheses using action research is effective considering ability, clarity, assistance, encouragement, evaluation, validity and environment while it has no effect on examining teachers’ performance. Besides, analyzing lateral findings of multivariate analysis of variance claims that in sample group's view, there is no significant difference between teacher’s performance divided by years of experience or levels of education.
机译：本研究旨在研究在2015年德黑兰第三区教育中运用行动研究对中学教师的表现的影响。就其目的而言，该研究可以被认为是一项应用研究，并且就数据收集方法而言，它是一种描述性（事后）研究。这项研究的人口包括1394教育年在德黑兰第三区教育中工作的中学老师。通过随机分层抽样的方法选择了100个人的研究样本，并将其分为两组，每组50名教师。研究工具是Hersey和Goldsmith（2003）的组织绩效调查表。该问卷以5点量表的形式设置，包括七个子量表（能力，清晰度，协助，鼓励，评估，有效性和环境）。仪器的有效性由戈德史密斯（Goldsmith）通过含量法确定，在本研究中也使用了含量有效性。此外，问卷调查的信度系数为87％，由Cronbach的alpha计算得出。使用独立的T检验和Manova分析从问卷收集的数据。在两个不同级别的描述性统计和推论统计中。目前的研究结果表明，总体而言，行动研究会影响德黑兰第三区教育中的中学教师的表现。在使用行动研究的第二假设中，有效地考虑能力，清晰度，协助，鼓励，评估，有效性和环境，而对检查教师的表现没有影响。此外，对方差多元分析的横向发现进行分析后得出的结论是，在样本组看来，教师的表现除以多年的经验或受教育的程度没有显着差异。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号