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year 8, Issue 9 (autumn 2019 2019)
Rooyesh 2019, 8(9): 199-208 |
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Hassani M, Najjari M, Roshani ali benasee H, kabiri A, Mahmudi Marjanian A. Investigating the relationship between dimensions of occupational, personal, support and task factors with professional learning activities of teachers. Rooyesh 2019; 8 (9) :199-208
URL: http://frooyesh.ir/article-1-1463-en.html
URL: http://frooyesh.ir/article-1-1463-en.html
Mohammad Hassani 
1, Mehdi Najjari2 , HASSAN Roshani ali benasee3 , Afshar Kabiri4 , Akbar Mahmudi Marjanian5
1, Mehdi Najjari2 , HASSAN Roshani ali benasee3 , Afshar Kabiri4 , Akbar Mahmudi Marjanian5
1- Professor, Urmia University , mhs_105@yahoo.com
2- Ph.D., Urmia University
3- PhD Student, Urmia University
4- Associate professor, Urmia University
5- M. A., Ialamic Azad University of Urmia
2- Ph.D., Urmia University
3- PhD Student, Urmia University
4- Associate professor, Urmia University
5- M. A., Ialamic Azad University of Urmia
Abstract: (1820 Views)
The present study aimed to investigate the Relation of professional, personal, support, and task factors dimensions on professional learning activities of male secondary school teachers of Urmia Education Department (District 1) during the academic year 2017-2018. This applied and descriptive-survey research study in terms of its aim and method. The target population included 336 teachers out of which 180 samples were determined and selected to participate in the survey using Krejcie and Morgan Table (1970) and simple random sampling technique, respectively. The data was collected through a tailor-made questionnaire. Simple and multiple regression analysis (enter method) was applied to analyze the obtained data. The results of the study showed that job independence, diversification, pressure, and status dimensions were related to technical factor; also, mental fatigue and preparation aspects were associated with the personal element. Moreover, peer and superior support dimensions were correlated with the support factor. Finally, task factor was found to predict professional learning activities of the teachers. Therefore, according to the findings, teachers' professional learning activities could be predicted by the dimensions of the job, personal, support, and task factors. That requires special attention to the mentioned factors in teacher training courses and also in-service teacher training programs.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2019/01/15 | Revised: 2019/12/27 | Accepted: 2019/04/11 | ePublished: 2019/12/1
Received: 2019/01/15 | Revised: 2019/12/27 | Accepted: 2019/04/11 | ePublished: 2019/12/1
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