Document Type : research paper
Authors
1
Instructor of educational management, Farhangian University, Tehran, Iran
2
Professor of educational management, Kharazmi University, Tehran, Iran
3
Assistant professor of educational management, Kharazmi University, Tehran, Iran
Abstract
The present study is an applied research and its purpose is to assess the present states of nurturing roles of elementary school teachers in Tehran. The statistical population of this descriptive-survey study consists of all primary school teachers in Tehran was 20968 people, from among whom, according to Morgan table, 376 teachers were selected as the sample. A researcher-made questionnaire in four main dimensions and 16 components (1- teacher self-nurture, with three components: 2- nurturing of the mind with four components; 3- nurturing of social with five components; 4-nurturing of emotional-behavioral with four components) as teacher nurturing roles were used. To analyse data, descriptive (e. g. mean and standard deviation) and inferential (i.e. univariate t-test) statistics were used. To check the normal distribution of the data, kurtosis and skewness were used. Based on univariate t-test results with a criterion of 3, the findings showed that in six categories (ethical-behavioral with an average of 4.06, cognitive development with 3.27, interpersonal and communication skills with 3.56, commitment and responsibility with 3.38, respect and observance of laws with 3.47, self-regulation with 3.23) the current situation is above the average of the criterion and in the other ten categories (knowledge-scientific-research with an average of 2.61, skill-ability with 2.68, metacognitive development with 2.65, self-awareness with 2.37, creating healthy mental habits with 2.69, solving interpersonal problems with 2.49 , tolerance of ambiguity and resilience with 2.59, emotion management and emotion control with 2.51, self-control with 2.59, empathy and vision with 2.56) the current situation needs measures to improve, especially in the two dimensions of mind development and emotional-behavioral nurture. Finally, the results showed that nurturing in schools is not used in the true meaning and the neglect of the element of nurture is evident in the country's education system.
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