Volume 2, Issue 3 (9-2019)
Iranian Journal of Educational Sociology 2019, 2(3): 199-208 |
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Gholipoor Haft Khani Z, Ja'afari P, Jamali A. (2019). Factors Influencing Service-Based Learning in Tehran Elementary Schools. Iranian Journal of Educational Sociology. 2(3), 199-208. doi:10.29252/ijes.2.3.199
URL: http://iase-idje.ir/article-1-713-en.html
URL: http://iase-idje.ir/article-1-713-en.html
1- PhD Student in Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor, Department of Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran
3- Assistant Professor, Department of Social and Family Medicine, Iran University of Medical Sciences, Tehran, Iran
2- Associate Professor, Department of Educational Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran
3- Assistant Professor, Department of Social and Family Medicine, Iran University of Medical Sciences, Tehran, Iran
Abstract: (1433 Views)
Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran.
Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used.
Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646.
Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.
Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used.
Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646.
Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.
Type of Study: Research Article |
Subject:
Special
Received: 2020/05/12 | Accepted: 2020/05/12 | Published: 2020/05/12
Received: 2020/05/12 | Accepted: 2020/05/12 | Published: 2020/05/12
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