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The Analysis of Yazd Province Professional Teachers' Perception of the importance of teaching quality in the Schools Educational System

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Document Type : Original Research

Abstract

This study aimed to analyze the professional teachers' perception and lived experience of the teaching quality concept. In this regard, the qualitative research approach and the phenomenological method have been used. The sample of the research includes 22 professional and successful teachers in Yazd province (5 men and 17 women) who have been selected by the purposive sampling method from the criterion sampling type. Semi-structured interviews with 16 teachers formed theoretical saturation data. In order to validate the findings; interviews were continued up to 22 teachers. Data analysis was conducted by use of Colaizzi’s seven-step method and MAXQDA software. To validate the findings, members reviewed the method. Three criteria, acceptability, verifiability, and reliability were used in order to observe the qualitative features of the research. In data analysis, 5 main themes including a) artistic and thoughtful decisions b) the teacher’s skill tricks in teaching c) the promotion of creative strategies by the teacher d) Developing the learner's intellectual and behavioral skills and competencies e) dynamism and intelligence in the competencies and performance of the teacher, and 49 sub-themes were resulted for the teaching quality concept. The results show that the teachers' perception of the acceptance of teaching quality does not follow a specific policy and the teaching quality is interpreted diversely and differently considering different conditions and situations. To understand and interpret the teachers' teaching quality and its performance in the classroom, there is a need to bed and train the artistic, knowledgeable, and professional teachers and it should be considered in the macro and micro strategies of a teacher significantly.

Keywords

References
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Theory and Practice in Teachers Education
Volume 8, Issue 13
May 2022
Pages 22-1
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History
  • Receive Date: 03 August 2021
  • Revise Date: 18 December 2022
  • Accept Date: 20 January 2023
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