Volume 6, Issue 4 (12-2023)
Iranian Journal of Educational Sociology 2023, 6(4): 61-72 |
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Ghalojeh O, Jahanian R, Salimi M. (2023). The Causal Relationships between the Identified Factors in the Development Model of Blended Training in Tehran Education. Iranian Journal of Educational Sociology. 6(4), 61-72. doi:10.61186/ijes.6.4.61
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URL: http://iase-idje.ir/article-1-1352-en.html
1- PhD student in Educational Management, Karaj Branch, Islamic Azad University, Karaj, Iran
2- Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran (Corresponding Author).
3- Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
2- Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran (Corresponding Author).
3- Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
Abstract: (277 Views)
Purpose: The blended training implies a continuous process of teaching and learning. Therefore, the current research was conducted with the aim of determining the causal relationships between the identified factors in the development model of blended training in Tehran education.
Methodology: The current research in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The population of this study was all the managers and assistants of education in Tehran city, which number of 242 manager and assistant were selected as a sample using the available sampling method. The research tool was a researcher-made questionnaire of development of blended training in education with 75 items. The data were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-V23 and LISREL-V8.8 software.
Findings: The results of this study indicated that the development model of blended training in education had three components of constituent factors, organizational factors and educational factors, which its validity and reliability were confirmed. Also, the development model of blended training in education had a good fit and in this model, organizational factors and educational factors had a positive and direct effect on constituent factors of blended training in education (P<0.05).
Conclusion: According to the results of this study, in order to improve the development of blended training in education can provide the ground for the realization of organizational factors and educational factors.
Methodology: The current research in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The population of this study was all the managers and assistants of education in Tehran city, which number of 242 manager and assistant were selected as a sample using the available sampling method. The research tool was a researcher-made questionnaire of development of blended training in education with 75 items. The data were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-V23 and LISREL-V8.8 software.
Findings: The results of this study indicated that the development model of blended training in education had three components of constituent factors, organizational factors and educational factors, which its validity and reliability were confirmed. Also, the development model of blended training in education had a good fit and in this model, organizational factors and educational factors had a positive and direct effect on constituent factors of blended training in education (P<0.05).
Conclusion: According to the results of this study, in order to improve the development of blended training in education can provide the ground for the realization of organizational factors and educational factors.
Type of Study: Research Article |
Subject:
Special
Received: 2023/11/4 | Accepted: 2024/01/2 | Published: 2024/02/20
Received: 2023/11/4 | Accepted: 2024/01/2 | Published: 2024/02/20
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