hamideh pakmehr; masoumeh azizi; Houshang Garavand
Abstract
The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers by the method of survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated into Persian and modified. ...
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The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers by the method of survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated into Persian and modified. Then, final form was prepared for implementation. The statistical society included all primary school teachers in Mashhad in the academic year 2020-2021 (13259 people) that 360 teachers were participated in the study using available sampling method. The validity of the questionnaire was evaluated from three aspects of content validity, structure and correlation between subscales. Examination of the comments of experts and teachers indicated the content validity of this tool. In order to evaluate the construct validity, the factor structure of the questionnaire was evaluated by confirmatory factor analysis with maximum likelihood method at the level of covariance matrix and the results showed that the confirmation model has an acceptable fit. Also, all extracted factor loads were higher than 0.40 and the distribution of questions in the subscales was approved. The correlation coefficients between subscales also showed that there are good internal relationships between subscales (P <0.001). To assess the validity of the art education curriculum orientation questionnaire, internal consistency was evaluated and Cronbach's alpha coefficients for child-centered, disciplinary and cultural subscales were 0.87, 0.88 and 0.87, respectively. Moreover, in order to compare the results of future research with the norm group in Iranian culture, the mean and standard deviation of each of the subscales of the questionnaire were reported. According to the findings, it can be said that the art education curriculum orientation questionnaire has desirable psychometric indicators.
Masoumeh Azizi
Abstract
Due to the role of teacher's emotions in the educational environment and the importance of measuring tools in this field, the present study was conducted with the aim of examining the psychometric characteristics of the emotionality in teaching. The research method was descriptive-survey and the statistical ...
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Due to the role of teacher's emotions in the educational environment and the importance of measuring tools in this field, the present study was conducted with the aim of examining the psychometric characteristics of the emotionality in teaching. The research method was descriptive-survey and the statistical population included all the teachers of second cycle of public and non-governmental high schools in Zabol city in academic year of 2019-2020 (435 people). A sample of 300 people was selected. In order to conduct the research, the emotionality in teaching (ETS) of Villavicencio (2011) and the positive and negative emotion of Watson (1988) scales’ were designed online and the relevant link was sent to the Telegram group of the statistical community. After collecting the data in the desired number, statistical analyses were conducted using SPSS21 and Lisrel8.5 software’s. Content validity, structural validity, convergent validity and confirmatory factor analysis were used to achieve validity, and internal consistency method was used to determine reliability .The experts' opinions confirmed the content validity. The correlation pattern between the subscales showed validity of the structure of this scale. Also, the results of correlation coefficients between subscales with positive and negative emotions indicated convergent validity. Confirmatory factor analysis was also acceptable and it was shown that the distribution of substances in all five subscales corresponds to the main test .cronbach's alpha coefficient was obtained for the subscales of anger, pride, pleasure, guilt, boredom and annoyance in the range of 0.79 to 0.90. Regarding the results, the Persian version of the Villavicencio (2011) the emotionality in teaching scales has sufficient validity and reliability for the Iranian society and can be used to evaluate the teaching emotions of high school teachers.
