abbas najafipour tabestanagh; zahra hosseini; narmin faraji; maedeh ebrahimi zahed
Abstract
Abstract
The present study was conducted with the aim of investigating the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality. The method of this study is a descriptive correlative type. The statistical population of ...
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Abstract
The present study was conducted with the aim of investigating the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality. The method of this study is a descriptive correlative type. The statistical population of the research included all 512 managers and teachers of Horand city in the academic year 2021-2022, of which 124 people were selected as the sample size using available sampling method. The standard questionnaires of Siraj's teaching quality (2002) with a reliability coefficient of (0.93), the Mirkamali teachers' morale questionnaire (2008) with a reliability coefficient of (0.94), and the Katz model managers' management skills questionnaire (1974) with a reliability coefficient of 0.97) were used in order to collect data, whose validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, descriptive and inferential statistics were used with the help of Spss26 and Amos24 software. Quantitative findings from the test of research hypotheses showed that there is a significant relationship between the supervision skills of managers and their components with the quality of teachers' teaching (p=0.004) and the teachers' teaching spirit (p=0.001). Also, supervision skills and teaching spirit 29% of the variance of teaching quality, and the variable of principals' supervision skills have been able to explain 33% of teaching spirit. Finally, the mediating role of teachers' teaching spirit in the relationship between principals' supervision skills and teachers' teaching quality was confirmed. According to the findings, it can be said that managers, along with their knowledge and skills, play a significant role in the quality of teaching and the teaching spirit of teachers, which should be given special attention.
Extended Abstract
Introduction
One of the main concerns of the educational system is intellectual growth and maturity, the success and academic progress of students, and this organization is efficient and successful when the science teachers have a good academic and social status (Muhonen, et al, 2018). Therefore, one of the important things in order to achieve educational goals and justice is to pay attention to the quality of teaching and instructing of teachers (Yazdani, et al, 2020). Quality in the field of teaching is defined as a degree of conformity and compatibility of each of the main indicators and characteristics of teaching quality with the standards and desirable and superior characteristics of that organization (Babagoli, Belaghat, 2016). Teaching quality is one of the important factors and characteristics of teachers; because in addition to affecting the way of teaching, learning and retrieving information of students, it has influenced the self-awareness, employment and development of students' analytical thinking (Idris & Mbudai, 2017).
One of the variables that can be related to the teaching quality of teachers is the supervision skills of principals (U-Sayee & Adomako, 2021). The effectiveness and efficiency of managers requires management skills that can be used in different situations and positions to achieve organizational progress and success (mentee, et al, 2019). If the educational managers of a society have sufficient knowledge and skills, without a doubt the educational system will have higher effectiveness, quality and credibility (Subakzahi & Bavar, 2021).
Morale refers to the sense of confidence, trust, sympathy and friendship that exists between teachers. Having the spirit of teaching is one of the dimensions of teachers' competence (Seraji, et al, 2018). Teachers' motivation has a significant impact on the emergence of new initiatives, the tendency to promote positive changes in student learning, and students' academic motivation (Jurs, et al, 2022).
According to the mentioned materials, the main problem of the research is that what effect does the supervision skills of the principals have on the quality of teachers' teaching with the mediating role of teachers' teaching spirit?
Theoretical foundations
The skills of managers are the ability of managers to move the components of a group or complex to adapted move all components toward determined and specific goals (Ghorbanzadeh, 2017). Leaders with high management skills bring qualitative schools and create effective schools. In this way, effective schools can provide meaningful learning experiences related to students' needs and society's demands (Mutohar, Trisnantari, 2020).
The quality of teaching is the process that brings the most formative and essential learning experience to students. These experiences may include dimensions such as improving perception and the ability to use the ideas presented in the lessons, change in attitude, passion for order and the place where the scientific effort takes place, mental growth, improvement in specific abilities such as critical writing and reading, oral communication, analysis, synthesis and generalization (Karimi, Esmaeilishad, 2022).
Work spirit refers to the way of thinking, the way individuals and groups of employees perceive their workplace, and the effort, cooperation, and desire that employees show to achieve the organization's goals (Danaeefard et al., 2020). Teachers are the most important members of the educational system in the teaching-learning process, so it seems necessary to reduce obstacles and find motivational solutions to increase work efficiency.
Susanti et al. (2020) showed that academic supervision conducted by managers could help teachers improve the quality of teaching in the classroom. Therefore, if the performance of teachers' supervision by managers is optimal, high-quality learning will be achieved (Susanti et al., 2020).
Torkiantabar and Hoseini (2017) showed that there is a significant relationship between the leadership style of managers and its components (democratic, authoritarian, and collational leadership style) with the quality of teaching (Torkiantabar, Hoseini, 2018).
Methodology
The research method is descriptive-correlative type. The statistical population included 512 managers and teachers of Hurand city (East Azerbaijan province) in the academic year of 2021-2022. Among the statistical population, 124 people (63 women and 61 men) were selected as a sample size using the convenience sampling method. The standard questionnaires of Siraj's teaching quality (2002), the Mirkamali teachers' morale questionnaire (2008), and the Katz model managers' management skills questionnaire (1974) were used in order to collect data. The criteria for entering the participants in the current research were: 1. to answer the questionnaire, managers, and teachers who had teaching and management experience were selected, respectively; 2. Also, teachers and managers of all educational levels in Hurand city were eligible to participate in the exam. The exclusion criteria were: 1. Due to the importance of the research, the participants who did not have the motivation and desire to fill out the questionnaire were excluded from the statistical sample.
In order to collect data, Seraj's teaching quality questionnaire (2002), Mirkamali's teachers’ spirit questionnaire (1998), and the Katz model managers' management skills questionnaire (1974) were used.
Findings
In order to examine the research hypothesis and analyze the data, the structural equation model was used using Spss26 and Amos24 software. The findings show a significant relationship between the overall scores of the teachers' spirit (r=0.40) and managers' supervision skills (r=0.44) and its subscales (technical skills: r=0.41, human skills: r=0.39 and perceptual skill: r=0.43) with the overall score of teaching quality and its sub-scales (lesson plan, teaching implementation, evaluation, and interpersonal relations) (P<0.01). It means that, by increasing the management skills of managers and promoting the teachers' spirit, the teaching quality will improve. There is a positive and significant relationship between teaching spirit (r=0.29) and management skill (r=0.32) and its subscales (technical skills: r=0.33, human skills: r=0.32) at the level of (P<0.01). But the perceptive skill r+0.24) has a weak positive significant relationship with the lesson design. There is a medium positive and significant relationship between teaching spirit (r=0.35) and management skills (r=0.40) and its subscales (technical skills: r=0.38, human skills: r=0.34, perceptive skills: (r=0.39); and teaching performance at the level of (p<0.01). There is a medium positive and significant relationship between teaching spirit (r=0.41) and management skills (r=0.42) and its subscales (technical skills: r=0.40, human skills: r=0.35, perceptive skills: r=0.42); and teaching evaluation at the level of (p<0.01). Also, There is a medium positive and significant relationship between teaching spirit (r=0.37) and management skills (r=0.43) and its subscales (technical skills: r=0.35, human skills: r=0.39, perceptive skills: (r=0.45); and intra-personal relationship at the level of (p<0.01). Managers' supervisory skills directly affect teachers' teaching quality at a significant level of 0.32 (P= 0.004). Managers' supervisory skills directly affect teachers’ spirit at 0.58 at a significant level of 0.001. Also, the spirit of teaching directly affects the quality of teaching at 0.29 at a significant level of 0.01. In general, it can be said that supervision skills and teaching spirit have explained 29% of the variance in teaching quality. Also, teaching skills have been able to explain 33% of teaching spirit. Finally, the mediating role of teachers' teaching spirit in the relationship between managers' supervision skills and teachers' teaching quality was confirmed. This means that by increasing managers' supervision skills and improving teachers’ spirit, the quality of teaching is improved.
Conclusion
The present study aimed to study the relationship between the supervision skills of managers and the quality of teachers' teaching through the mediating role of teaching spirit. The findings of this study are consistent with the findings of Esmaili and Azizi Nejad (2021), Tan et al. (2020), Zahed babolan et al. (2021), and Abdoli (2002). In explaining the findings, it can be said that managers are known as essential players in improving teaching and learning conditions in schools. By increasing their management skills, managers can take various measures to improve the motivation of the industrious teachers such as creating enough opportunities and chances for the growth and development of teachers, creating open communication channels throughout the organization, promoting teachers according to their competencies, clarifying organizational missions and goals, and paying attention to and appreciating hardworking teachers to increase teachers' motivation (Ashrafi, Zeinabadi, 2019). Increasing the spirit not only makes teaching more enjoyable for teachers but also makes learning more enjoyable for students. Apparently, when the leadership is strong and influential, teachers become more aware of their goals and more committed to them. There is harmony between individual and organizational goals, which is a positive factor in improving their performance and the emergence of their internal and desirable capabilities to increase work quality (Hamidi & Saādati, 2015).
According to the findings, it is suggested that: 1) the education officials hold in-service training courses to provide managerial supervision skills for managers and employees. The criteria for passing this course, in addition to receiving a passing grade in the first stage, is success in the second stage of the exam, i.e., oral exam and questions and answers related to the first stage exam (to ensure the acquisition and learning of management skills). 2) According to the researcher, in addition to the effectiveness of educational workshops in increasing managerial skills; personality factors, mood, excitement, and people's experience play a fundamental role in better management and, as a result, the organization's success. Based on this, it is suggested that education officials choose people to manage organizations and schools who, in addition to adequately learning management skills in training courses, have a thoughtful, authoritarian, sympathetic personality and temperament (they have a managerial personality). 3) Also, in order to increase the quality of teachers' teaching, in addition to holding educational workshops based on introducing the characteristics of effective teaching, the mental conflicts of teachers should be reduced so that their mental preoccupation in the classroom is only the success and learning of students and the creation of effective teaching to better educate students.
adeleh rashvandi; haideh ashouri
Abstract
Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative ...
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Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative in nature, and applied in terms of purpose. The statistical population of the study consisted of 2571 female high school students in Tonekabon and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. To collect data, standard questionnaires of teaching quality of Kriakdz et al. (2000), educational welfare of Peternin et al. (2014), Yazdani information literacy (2012), and study strategies of Harakovich et al. (2000) were used. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. Findings showed that there is a positive and significant relationship between teachers 'information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being. There is a positive and significant relationship between teachers 'information literacy and students' academic well-being with the moderating role of study strategies. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being with the moderating role of study strategies. The results indicate that study strategies have a moderating role in the relationship between information literacy and the quality of teachers' teaching with students' academic well-being.IntroductionFor about a century, psychologists have been extensively trying to identify the factors that predict academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid. For example, understanding how students behave in specific situations can increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately students' progress (hamedinasab and asgari, 2020). Academic well-being is one of the most important and influential variables on academic performance. Academic well-being is based on the theoretical foundations of positive psychology, and people with depressed moods and negative emotions such as anger, anxiety, and sadness are more likely to drop out of school (Jahani et al., 2018). One of the reasons for academic failure can be related to students' poor reading and learning skills. In recent years, information processing has been paid much attention as one of the theories of learning. According to this theory, there are strategies that can be used to facilitate learning. Learning strategies include any thoughts, behaviors, ideas or feelings that facilitate the acquisition, understanding, subsequent transfer of new knowledge and skills. Studies have shown that there is a positive relationship between learning strategies used by students and their academic success (Hghani & Khadivzadeh, 2019).According to the above, the main issue of the research is whether there is a relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls.Theoretical frameworkAcademic well-being is the attitude of students towards education. With the advent of the intellectual movement of positive psychology and the introduction of structures with positive semantic form in various fields of psychology, academic well-being is a positive and satisfying state of mind that involves energy or passion, a sense of commitment, and fascination or attachment. (Ghadampour et al, 2020).The use of learning strategies is one of the most important aspects of students' learning and academic achievement. Learning such strategies requires students to select goals and criteria and guide resources and processes to achieve those goals. Surface cognition strategies in the form of mental review and repetition of stored information help to encrypt new information for short-term memory; while deep learning strategies are related to expanding, organizing and critical thinking (Lazarides & Etal, 2021).The teacher is the actor of the educational scene. In this scene, a teacher is more successful who has more knowledge and can present what he knows to his audience with an eloquent and effective expression (salehizadeh & Etal, 2020). The quality of teaching is one of the important factors in learning process. The quality of teaching means better understanding of concepts and the ability of students to analyze the relationships between what they have learned (Gaertner, 2014).New training centers are expanding based on resource-based education and lifelong learning. Students and other users need high level training. The term information literacy has become widely used and popular following the increase of information, especially electronic resources and information and informational needs of users (Esmaeili, A., Rahimi, S., Moradi, M. 2019).(Johnson et al, 2019) conducted a study entitled "The relationship between study strategies and virtual learning." The statistical population included humanities students in Singapore. The research method was descriptive-survey and the method was cluster random sampling. The results showed that there is a positive and significant relationship between study strategies and virtual learning.Luzon (2018) conducted a study entitled "The effect of academic self-efficacy and academic identity on academic well-being." The statistical population included students of French public universities. The research method was descriptive-correlative, and the method of random sampling was simple. The results showed that academic self-efficacy and academic identity have a positive and significant effect on academic well-being.MethodologyThe research method is descriptive-correlative in nature, and appliccable in terms of purpose. The statistical population of the study consisted of 2571 female high school students and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. The Teaching Quality Questionnaire (15 questions) by Kryakdz et al. (2000), and the academic welfare variable (11 questions) by Petrin et al. (2014), and Information Literacy (30 questions) by Yazdani (2012), and strategies of the study (10 questions) by Harakovich et al. (2000) was based; on a 5-point Likert scale (strongly agree to strongly disagree) to collect data related to research variables. Discussion and ResultsIn order to test the research hypothesis and analyze the data, SPSS and SMART PLS statistical softwares were used, and the results showed that the strength of the relationship between information literacy and academic well-being was calculated to be equal to (0.48); which indicates a good correlation. The t-test of the test was obtained (5.46); which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, it can be said that there is a significant relationship between teachers 'information literacy and students' academic well-being. The strength of the relationship between teaching quality and academic well-being is calculated to be equal to (0.52), which indicates that the correlation is favorable. The t-test of the test was obtained (6.50), which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, there is a significant relationship between the quality of teachers' teaching and students' academic well-being. The strength of the direct relationship between teachers' teaching quality and academic well-being has been calculated (0.52), indicating that the correlation is favorable. The t-test of the test is also obtained (6.50), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant. The indirect effect of teachers' teaching quality on academic well-being has been calculated (0.65) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (7.63), which is greater than the critical value of t at the level of 5% error (1.96), and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic well-being has been calculated (0.48), which indicates that the correlation is favorable. The t-test of the test was obtained (5.46), which is greater than the critical value of t at the 5% error level of (1.96), and shows that the observed correlation is significant. The indirect effect of information literacy on academic well-being has been calculated (0.59) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (6.57), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant.ConclusionThe aim of this study was to investigate the relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The results of this study are consistent with the results of the findings of Lazarides & et al, (2021) and Magen-Nagar & Shachar (2017); the quality of teaching plays an important role in improving academic well-being. It also has important effects on students' sense of satisfaction and belonging to school and the classroom. If the quality of teaching and learning environment is shaped in a way that meet the needs of students, related emotions will be created (Bashardoust et al., 2020). Therefore, creating learning in such environments is mentally more valuable for learners. Qualitative teaching should lead to the learner's mental participation in the classroom: hallenge the learner scientifically (Bergey et al, 2019).According to the results of this study, it is suggested that school administrators use teachers who are familiar with the use and apply of active, participatory and solving problem-based teaching methods in the classroom teaching process, and insist on the use of open evaluation and emphasis on doing projects to strengthen students' perception and independent and deeper learning, or prepare school teachers for this important matter by holding workshops. On the other hand, due to the importance of study strategies, it is recommended that it be considered in the education of students and that teachers and education officials try to acquaint students with these strategies and provide conditions to teach these strategies to students.
