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Assistant Professor of Psychology, Department of Psychology, Miandoab Branch, Islamic Azad University, Miandoab, Iran. , ph.dyagoob@gmail.com
Abstract: (29 Views)
Background: Participation in the decision-making process is one of the key factors that can influence the quality of teachers' performance and their sense of effectiveness in teaching.
Aims: The aim of this study is to analyze the relationship between participation in the decision-making process and its impact on psychological teaching effectiveness and teachers' perceptions of success.
Methods: This descriptive-survey research aims to examine the relationship between variables. Since data were collected at a single point in time, the study is cross-sectional. The statistical population consists of 412 primary school teachers in Miandoab County, according to the County Education Department. Using Cochran's formula, the sample size was calculated to be 199 teachers. Data were collected through three valid and standardized questionnaires: "Teacher’s Achievement Motivation and Success Orientation," "Psychological Teaching Effectiveness," and "Teacher Participation in Decision-Making." Data analysis was performed using SPSS software.
Results: The results of the statistical analyses indicate that there is a direct and significant relationship between participation in decision-making and psychological teaching effectiveness, with a correlation coefficient of (r= 0.61) and p= 0.009. Furthermore, a direct and significant relationship was observed between participation in decision-making and teachers' perception of success, with a correlation coefficient of (r= 0.63) and p= 0.000. Additionally, there was a direct and significant relationship between psychological teaching effectiveness and achievement motivation, with a correlation coefficient of (r= 0.67) and p= 0.001
Conclusion: The findings of this study suggest that participation in the decision-making process has a positive and significant impact on psychological teaching effectiveness and teachers' perceptions of their success. This highlights the importance of teachers' involvement in decision-making processes for enhancing educational quality.
Aims: The aim of this study is to analyze the relationship between participation in the decision-making process and its impact on psychological teaching effectiveness and teachers' perceptions of success.
Methods: This descriptive-survey research aims to examine the relationship between variables. Since data were collected at a single point in time, the study is cross-sectional. The statistical population consists of 412 primary school teachers in Miandoab County, according to the County Education Department. Using Cochran's formula, the sample size was calculated to be 199 teachers. Data were collected through three valid and standardized questionnaires: "Teacher’s Achievement Motivation and Success Orientation," "Psychological Teaching Effectiveness," and "Teacher Participation in Decision-Making." Data analysis was performed using SPSS software.
Results: The results of the statistical analyses indicate that there is a direct and significant relationship between participation in decision-making and psychological teaching effectiveness, with a correlation coefficient of (r= 0.61) and p= 0.009. Furthermore, a direct and significant relationship was observed between participation in decision-making and teachers' perception of success, with a correlation coefficient of (r= 0.63) and p= 0.000. Additionally, there was a direct and significant relationship between psychological teaching effectiveness and achievement motivation, with a correlation coefficient of (r= 0.67) and p= 0.001
Conclusion: The findings of this study suggest that participation in the decision-making process has a positive and significant impact on psychological teaching effectiveness and teachers' perceptions of their success. This highlights the importance of teachers' involvement in decision-making processes for enhancing educational quality.
Keywords: Participation in decision-making, psychological effectiveness of teaching, achievement motivation perception, teachers
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)