The Role of Secondary School Course With The Professional Performance of Graduates of Primary Education Field of Farhangian University

Sameti, Nahid; Imamgholivand, Fatemeh; Mousavi, Seyed Mohsen; Rostami, Maryam; Mohammad Esmaili, Faezeh

The Role of Secondary School Course With The Professional Performance of Graduates of Primary Education Field of Farhangian University

Document Type : Original Research

Authors

¹ Assistant Professor, Educational psychology Dept., Farhangian University, Nasibah Campus, Tehran,Iran.

² Phd in Educational psychology,Visiting Professor, Farhangian University, Tehran, Iran.

³ .Assistant Professor, Supervisor of Cultural Research Vice-Chancellor, Farhangian University, Tehran, Iran.

⁴ The student of Ph.D, Curriculum planning department, Shahid Rajaei University, Tehran. Iran.

Abstract

The present research was conducted with the aim of investigating the Role of Secondary school course with the professional performance of graduates of primary education field of Farhangian University. The descriptive research method was a mixed type. The statistical population of the research is all the graduates of the field of elementary education from 2016 to 2019 of Farhangian University of Iran and their managers. According to the type of secondary school course, 40 people from each of the mathematics, experimental and humanities fields were selected by cluster random method. In the quantitative part, the teachers responded to the teacher evaluation standards and professional performance questionnaire (Nolan and Hoover 2011). Based on Alavi Fard's research (2017), the questionnaire has good validity and reliability. In the qualitative part, the teachers and Managers responded to a semi-structured interview based on an open-ended questionnaire online. According to the multivariate variance analysis test, the interactive effect of the type of Secondary school course and gender was not statistically significant. Also, the results of the One-way analysis of variance of the independent effect of gender, type of diploma, and the level of professional performance of teachers according to the type of province were not statistically significant. Based on qualitative findings; Graduates and administrators have considered the positive effect of high school courses on the professional performance of elementary teachers.

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