Evaluating the effectiveness of in-service training courses for teachers of primary school Based on the Kirk patrick's model

Document Type : Quantitative Research Paper


1 Faculty member of Research, Evaluation, Accreditation and Quality Assurance Center of Higher Education of the Iranian Education Evaluation Organizatio, Tehran, Iran

2 Expert in Research Affairs of the Research, Evaluation, Accreditation and Quality Assurance Center of Higher Education of the National Education Evaluation Organization, Tehran, Iran.

3 Master of Education and Human Resources Improvement, Secretary of Education, Tehran, Iran.


Teachers are a key element in any change in the education system. Investments in teacher education are among the most profitable investments, especially in the elementary school, which is the foundation of the education system and one of the most important and important courses. This investment promotes public education and is both individually and organizationally productive, as well as being the most important factor in the qualitative growth and development of education.To this end, education aims to increase the efficiency and effectiveness of teachers, updating teachers' knowledge and abilities in line with the development of science and technology, as well as developing ethical virtues, organizational culture, and improving human relationships, each year at a cost. It devotes attention to training its human resources. The thing that matters most here is whether these courses are effective.
The purpose of this study was evaluating the effectiveness of in-service training for elementary school teachers of education department region 9 based on Kirkpatrick's model in Tehran city. It is an applied research and the research method was survey – descriptive. The study population included all the elementary school teachers of region 9 (815). Using cluster sampling and Morgan, 261 people were selected. To collect data, a researcher-made questionnaire was used, that the questionnaires validity was confirmed by a panel of experts and also its reliability (the Cronbach's alpha) was reported 0/98. Due to the non-normality of the research data, the data were analyzed by variate Binominal test, bivariate T-test, ANOVA. The result showed that the teachers' response, with mean of 3/247, is relatively favorable situation. Also, the courses were effective on teachers' learning, with mean of 3.17, and on improving the ability of teachers with mean of 3.11. But it was not effective on achieving the goals of region 9 by mean of 2.97. Generally, in-service training of region9 evaluated effective with mean of 3/121.
The findings showed that the effectiveness of in-service training courses was relatively desirable. In other words, the quality of in-service training was relatively desirable, and the training programs were tailored to the needs of teachers.
The result of the research showed that the on the reaction of the elementary school teachers in the Tehran-Tehran area to the in-service training provided the participants' reaction was relatively favorable. Examination of the subscales related to this question showed that the participants were willing to participate in these courses and, while partially confirming the overall quality of the courses, were satisfied, however, they indicated that they welcomed the new course. They are happy and happy to hear about the new course.
The result showed that in-service training had a statistically significant effect on teachers' learning and this effect was relatively desirable. Investigating the sub-themes of this question showed that in-service training on the sub-components of recalling information and previous general knowledge, acquiring new knowledge in the workplace, expanding visibility in understanding the phenomena and scientific and social events of everyday life, enhancing knowledge Previous specializations and academic reservations, increased awareness of students' mood differences and how to behave properly, have been effective, but these courses have focused on the components of learning new knowledge outside the workplace. Setting up a successful and operational lesson plan on a daily and yearly basis reinforces the diagnostic and input evaluation of Neda meaningful students. Is the bottom.
The result showed that in-service training had a statistically significant effect on improving teacher capability and this effect was relatively desirable. Examination of the sub-themes indicates that in-service trainings on the sub-components of presenting and understanding students better, performing tests and practical activities for students, asking and answering better quality tests, forcing knowledge Students think and motivate to learn, communicate effectively with students and pay attention to their individual differences, engage students more in the teaching process, motivate students, and create a vibrant and stress-free environment. In the classroom, the impact of courses has been on empowering individuals to solve problems in the role of the teaching profession. But these courses did not have a statistically significant effect on the components of continuing to focus on the lesson and paying more attention to it, improving communication and interaction with students' parents.
The findings of the study showed that in-service training was not effective in achieving the goals of Tehran 9th education area. Sub-themes show that in-service training improves the students' academic knowledge, creates a spirit of inquiry and questioning in students, enhances student creativity, enhances perseverance and strives for excellence. Students were effective but did not affect students' ability to perform practical tasks and scientific tests.
Moderating variables such as gender, age, marital status, degree, field of study, service history, and organizational background were studied in this study and later analyzes showed that the effectiveness of in-service training courses with Considering the moderating variables was not statistically significant. However, several factors can have an impact on the effectiveness of on-the-job training courses that can be considered in place.
Based on the findings of the study and considering the importance of in-service training courses, the following is suggested: Based on the findings of the teachers 'feedback, it is suggested to maintain and increase teachers' motivation to participate in education. In-service incentives such as the positive impact of these courses on teachers' promotion of points, cash rewards for certain hours of training, an award, and so on.
Considering the findings on teacher learning that these teachings did not have a significant effect on teacher learning, it is suggested that the teachers themselves be surveyed in order to provide the necessary background for enhancing teachers' academic and learning levels.
Given the findings on improving teachers 'ability to say that these trainings have been effective in improving teachers' ability, it is suggested that teachers be given feedback after taking these courses in the workplace. And present the results of successful teachers' work in conferences and meetings.
 Given the findings regarding the achievement of the objectives of the elementary level that these trainings have not been effective in achieving the objectives of Area 9, it is suggested that a group of experts responsible for training and educational technology and in-service training be provided at the regional level. Develop, review and analyze these trainings and how to optimize these trainings to meet the educational and educational goals of Area 9.


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