نوع مقاله : مقاله پژوهشی
نویسندگان
1 1- گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران
2 عبدالحمید ابراهیمی تبار، کارشناس ارشد سازمان مرکزی دانشگاه فرهنگیان،تهران، ایران
3 کمال نصرتی هشی، استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
4 دبیر آموزش و پرورش استان آذربایجان شرقی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: The aim of the present study was to identify the factors that make teachers reluctant to accept in-service training. Method: This study was conducted using a qualitative phenomenological method. The statistical population of the present study consisted of a group of teachers who were selected as a statistical sample through purposive sampling. A semi-structured interview was used to collect information. The validity of the research findings was ensured using the methods of self-review, peer review, and participatory research. Also, test-retest reliability and intra-subject agreement methods were used to measure the reliability of the codings. MAXQDA 2020 software was used to analyze the data. Findings: The results showed that the factors that make teachers reluctant to accept in-service training include educational organization (duration of training and planning) and instructor presentation (instructor communication, instructional content, and instructor style). Conclusion: Based on the findings of the present study, improving teachers' acceptance of in-service training requires designing and scheduling training programs that are appropriate to their needs and job conditions, employing instructors with effective communication skills, and providing engaging educational content. Also, including teachers' continuous feedback in the planning and implementation process can increase their participation and motivation.
Keywords:
Education, school, in-service training, teachers, lack of interest, motivation
کلیدواژهها [English]
)