عنوان مقاله [English]
The main purpose of this study was to determine the teachers' knowledge and attitude towards the concepts and commandments of the Fundemental Transformation Document of Education and to formulate an indigenous framework to improve the situation in Kurdistan province. The purpose of this study is an applied one that was conducted using a mixed approach with a discovery plan. The qualitative study was conducted through semi-structured interviews with 100 academic community experts and education professionals with executive backgrounds at various levels of decision making. In the quantitative section, the statistical population included all school principals and teachers. There were 24125 people in Kurdistan, 1000 of whom were selected to respond to researcher-made questionnaires, via the electronic link (https://survey.porseline.ir/s/NUO2urp) - Windows and Android - and in agreement with In-service education department of The provincial education department was organized in a 6-hour period. In order to collect research data in qualitative section, two tools of semi-structured interview and Fish were used to identify the dimensions and components of the model of teachers' knowledge and attitude towards the concepts and commandments of the Fundemental Transformation Document of Education, and in the quantitative part, two researcher-made questionnaires were usedt "Awareness assessment " and "attitude assessment" based on the criteria extracted from the qualitative section were studied by studying the theoretical foundations of the document and interviewing the education experts on key concepts and document commandments. To analyze the qualitative data, content analysis and to analyze quantitative data methods of descriptive and inferential statistics were used . The results showed that the average level of knowledge of the teachers of Kurdistan province on all concepts and commandments of the Fundamental Transformation Document was low and their knowledge of the concepts was slightly higher than their knowledge of the commandments but the teachers' attitude towards the concepts and commandments was positive. Document verdicts are a positive development and compared to the scores obtained from the Knowledge Assessment Questionnaire, the results in the attitude section indicate the favorable view of the majority of them towards document commandments and concepts. Women's awareness is higher than men awareness and there was a significant positive relationship between education level and level of knowledge. Therefore, considering the causal, contextual, and confounding conditions, a set of operational strategies to enhance the knowledge and attitude of the teachers of the Kurdistan province in relation to the fundamental document of education in the form of six subsystems of documentary transformation and Suggested as a model.The ultimate goal of this study was to present an indigenous model of promoting the knowledge and attitude of teachers in Kurdistan province regarding the Fundamental Transformation Document of education . The causal conditions of this model included human resource management policies, financial policies, social policies, social policies and educational policies. Intervention conditions also include teachers personality traits and proffessional development policies, and contextual conditions include teachers livelihoods, social status of the teachers, continuing education, and in-service cultures. The most influential sub-categories of causal conditions in teachers' attitudes are human and financial management policies that affect their job satisfaction and social status.
Since the level of knowledge and attitude of teachers towards the concepts and commandments of the Fundamental Transformation Document have a mutual effect, the factors related to the level of teachers' job satisfaction that have a direct impact on their willingness to learn the fundamental Transformation Document concepts and rulings are:
• Fair implementation of the teacher rating system
• Improving the livelihoods of the teachers with inflation
• Implement the law on the coordination of government employees
• Providing the opportunity for further education of the teachers, including the promotion of their degree
• Consider the optimal system for receiving performance feedback
• Delegate authority to teachers, administrators, and other staff in their field of operations
• A survey of the teachers on all the contents of the document and its restoration and updating according to their views.
Therefore, in addition to clarity and accurate information on the content of the Fundamental Transformation Document, the use of teachers' collective wisdom and participation in formulating its concepts and principles and in the process of document restoration will further align them with the organizational goals of education. Increasing inter-organizational communication horizontally and vertically, and holding periodic school-level meetings and district administrations, plays a significant role in achieving the goals and revitalizing teachers' commitment. The role of staff training and promotion of their level of education, competence and skills is very important. It should be noted that limitations such as limitations on research resources and subject matter, scattering of education and generalization of results to the whole country are important. Therefore, it is suggested that the primary focus is on the implementation of the six document subsystems in a balanced and independent manner. Second, in future research, advanced statistical models such as factor analysis and path analysis will be used to more accurately identify the influential factors.
According to the model presented, in order to increase the proportion of teachers awareness and professional skills with the goals of the fundamental transformation document, it is necessary to summarize the next strategies.
• Holding retraining and updating courses tailored to all curriculum changes.
• Holding workshops, conferences, in-service and online seminars on the concepts and commandments of the Fundamental Transformation Document for all teachers.
• Special attention to comprehensive education of different aspects of Transformation Document in Farhangian University curriculum.
• Conducting comprehensive periodic tests of the concepts and commandments of the Transformation Document.
• Considering the incentive mechanism for Document awareness and action.
• Developing multimedia contents, brochures and educational posters on all sections of the Fundamental Transformation Document and making it available to all teachers.
• considering the awareness level of people in which takepart in the Ministry of Education recruitment tests toward the FTD concepts and commandments.
Abdi, B., Sadegh Mousavi, Kh., Ghadiriannejad. F., Jahromi, M., & Panahiabouzar, Sh. (2010). Evaluation of knowledge of primary school teachers towards incapable of Diseases Student learning. Quarterly Journal of Exceptional Children, 9(4), 345 - 356 (in Persian).
Ahmadi, S. (2014). Checking the aware of the impact of national development goals on the work ethics of government employees, Journal of sociology, economics and development. (in Persian)
Ameri, M. (2005). The Prevalence of Learning Disorders in Primary Schools student and their Teachers' Knowledge in Semnan Province in the Year of 2005. Semnan Province Education Research Council. (in Persian)
Babaei Mayardan. M. A. (2002). A Survey on the Knowledge of Primary Teachers toward Learning Disorders in Students. Education Research Council of East Azarbaijan Province. (in Persian)
Bazargan,A., Sarmad,Z., & Hejazi,E(2008). Methodology of Research in behavioural sciences,Tehran: Agah (in Persian).
Bohner, J. V. M. (2006). Attitude and change of attitudes (Mahdad, Trans.). Tehran: Jungle publication (in Persian).
Corbin JM., & Strauss AL.(2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. 3rd ed. Thousand Oaks, CA: Sage Publications, Inc.
Danaeifard, H., Alvani, S. M., & Adel, A. (2014). Methodology of qualityresearch in Management: Comprehensive approaches. Tehran: Saffar Publishing (in Persian).
Elbaz. R. S. (1991). Teacher Prticipation in Curriculum Development. In Intrnational Encyclopedia at Curriculum. Program press.
Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15, 13-33.
Fergus, J. (2005). Psychological social interaction (Beigi, Kh, & Firoozbakht, M. Trans.). Tehran: Abjad Publication (in Persian).
Fridman, M. (1970). The Social Responsibility of Business is to Increase its Profits. The New York Times Magazine.
Ghaseminejad, A., & Ismaeili. R. (2005). Survey of status and social situations of teachers from the viewpoint of secondary school students. The Quarterly of the Amoozeh (23), 47-42 (in Persian).
Ghourchian, N. Gh. (2000). National regional planning in the system of education, doctor of course. Tehran: Azad University (in Persian).
Ghulami, S., & Hossein. C. (2012). Happiness anticipate students according to their perceptions of teacher expectations, Manner of interaction between teachers and efficacy. Journal of Learning and Education Studies, (1), 109-83 (in Persian).
Griswold, M. (1988). The School of the Third Wave of Reforms: The Need to Go Beyond Current Structure. American Secondary Education, 19(4), 7-11.
Haider, H., & Frensch, P. A. (2002). Why aggregated learning follows the power law of practice when individual learning does not: Comment on Rickard (1997, 1999), Delaney et al. (1998), & Palmeri (1999). Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(2), 392-406.
Helsby, G., & McCulloch, G. (Eds.). (1997). Teachers and the National Curriculum. London: Cassel.
Jett, D. L., & Schafer, W. D. (1992). Classroom Teachers Move to Center Stage in the Assessment Area--Ready or Not? The Annual Meeting of the American Educational Research Association - Research/Technical (143) -- Speeches/Conference Papers (150).
Kelly, S. M. (2018). What is the role of teachers in education, MIT press, Cambridge, MA.
Kreutzer, M. (2018). The teachers as a change agent Sage publication, Inc.
Mehrmohammadi, M. (2017). Recognition of Teacher's Concept and Position in the National Curriculum, Tehran: Samt Publication (in Persian).
Milton, L. (2018). Teacher involvement in education change: The role of teachers in changes in education, Prelac journal regional education project for Latin America and the Caribbean. 1.
Naeli, M. (1997). Motivation in organizations. Tehran: Ministry of culture and higher education (in Persian).
Najari isfahani, M. (2001). Survey on the perception of teachers' expertise and project guidance within the context of an exam questions and evaluation skills in Isfahan province. Tehran: Teacher Training University (in Persian).
Navid Adham, M. (2018). Meeting reviewed achievements, review and Vision of Fundamental Transformation Document of education, Higher Council of Education (sce.medu.ir) (in Persian).
Osgood, J. (2010). Reconstructing professionalism in ECEC: the case for the 'critically reflective emotional professional. Early Years. 30(2), 119 — 133.
Priestley, M. (2005). Making the most of the curriculum review: some reflection on supporting and sustaining change in schools. Scottish Educational Review. 37(10), 29-38.
Prosser, H., & Walley, T. (2005). A qualitative study of GPs’ and PCO stakeholders’ views on the importance and influence of cost on prescribing drugs, Social Science & Medicine, 60, 1335–1346.
Rahimi, Sh. (2005). Standards of education system of Iran, Tehran: Ministry of Education, Department of Planning and Human Resources assistance (in Persian).
Rich, J. (1997). Blueprint 200 Students Performance Standards: What Variables.
Robbins,S.P.)1988.(OrganizationalBahaviour:Concepts,Controversies,andApplications,(2nd ed.).Englrwood Cliffs, N.J.:Prentice Hall,.
Salehi, K., Bazargan, A., Sadegi, N., & Shokohi Y. (2016). Perceptions and experiences of teacher's representation of the probability of damage resulting from the implementation of the program recommended quality evaluation in primary schools. Studies of educational measurement and evaluation, 5 (9), 99-59. (In Persian)
Saroukhani, B. (2003). Research Methods in Social Sciences, Research Institute of Humanities and Economic Studies, Tehran, Eighth Edition (in Persian).
Secretariat of the Higher Council of Education. (2011). A series of articles on the Fundamental Transformation Document of education, Tehran: Ministry of Education (in Persian).
Shi, J.R., Liu, S.Y., & Xiong, W.T. (2005). A new solution for interval number linear programming, Journal of Systems Engineering Theory and Practice, 2: 101–106.
Shyjith, K., Ilangkumaran, M., & Kumanan, S., (2008). Multi-Criteria Decision-Making Approach to Evaluate Optimum Maintenance Strategy in Textile Industry, Journal of Quality in Maintenance Engineering, 14: 375–386.
Tadrishassani, D. (1997). Investigated the relationship between job status, the job satisfaction and organizational commitment to stay on the job performance and education, Tehran: Faculty of Economics and Social Sciences (in Persian).
Tajik, A. (2005). Teachers' performance up a fifth of the initial suite of knowledge of the goals and methods of teaching policies, skills teaching , application of training method of evaluation, and a quality questions of the exam, Thises of Master of Science. Tehran: TTC University (in Persian).
Tousi, M. A. (2001). Policy making in education systems, Tehran: Azad University (in Persian)