Distance education, virtual learning and e-learning
fahimeh abbasi; Elaheh Hejazi; Rezvan Hakimzadeh
Abstract
This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical ...
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This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical population of the present research was secondary public elementary schools of the 11th district of Tehran in the academic year of 2019-2020. A secondary elementary school from the 11th district of Tehran with convenience sampling method were selected and all the teachers of this elementary school were trained. Positive education program was designed and presented based on Seligman’ PERMA model and in 12 two-hour sessions and virtually. Data collection instruments were, Klassen et al. (2013) engaged teachers scale (2013), and teaching self-efficacy scale of Tschannen-Moran and Hoy (2001). Data were analyzed using multivariate analysis of variance for repeated measures. The results showed that positive education program had positive effect on teachers' teaching self-efficacy and engagement in online classes and this effect were sustained until a follow-up period of one month. The findings of this research can be useful for educational psychologists and school counselors in designing and implementing programs to promote well-being and motivation of teachers in the teaching process.
sara pirhayati; Keyvan Salehi; valiollah farzad; Ali Moghadamzadeh; Rezvan Hakinzadeh
Abstract
Schools are considered as the most important foundations of education; therefore, all educational policies need to be focused on factors affecting school performance. Accordingly, the purpose of this study was to identify and determine factors, criteria, and indicators of effective primary schools. To ...
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Schools are considered as the most important foundations of education; therefore, all educational policies need to be focused on factors affecting school performance. Accordingly, the purpose of this study was to identify and determine factors, criteria, and indicators of effective primary schools. To meet the study objectives, a systematic and comprehensive review was conducted on the research literature. In this way; the databases of Sage, Emerald, ERIC, Taylor & Francis Online, Science Direct, Civilica, Magiran, Scientific Information Database (SID), and Noor were searched. After excluding articles irrelevant to the purpose of the research, a complete overview was performed on 32 remaining ones. The results of the systematic review led to the extraction of 5 general factors, 15 criteria, and 163 indicators of effective schools. It was concluded that factors related to individual’s behavior in school (mainly administrators and teachers), school-related individual’s behavior (mostly parents), status of educational materials (e.g. quality of school curriculums), and school culture (e.g. school climate or atmosphere) had been significantly taken into account in these articles.
