Volume 3, Issue 4 (12-2020)                   Iranian Journal of Educational Sociology 2020, 3(4): 140-149 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Bazi A, Vaezi S K, Pourezzat A A, Abbasi T. A Comparative Study of Teacher's Empowerment Systems Based on in-Service Trainings. Iranian Journal of Educational Sociology. 2020; 3 (4) :140-149
URL: http://iase-idje.ir/article-1-910-en.html
1- PhD Student in Management, Public Sector Policy Orientation, Kish Campus Faculty, University of Tehran, Tehran, Iran
2- Associate Professor of Public Management, Department of Public Management, Faculty of Management, University of Tehran, Tehran, Iran
3- Professor, Faculty of Management, University of Tehran, Tehran, Iran
4- Assistant Professor, Faculty of Management, University of Tehran, Tehran, Iran
Abstract:   (299 Views)
Purpose: The purpose of this study was to compare teacher’s empowerment systems based on in-service trainings.
Methodology: The present study was practical in terms of purpose and qualitative research in terms of data collection using a four-stage approach introduced by George. Z. Brady and John Stuart Mill’s method of agreement .The statistical population included  countries (Canada, South Korea, Japan, Finland, and Australia, due to the absence of African countries in the ranking, Malaysia due to its close cultural and political context) according to the ranking in Legatum Success Index (2019) and the characteristics of pre-service and in-service teacher training (Arthur Donald chaker and Richard Hines, 1997) that was selected based on purposive sampling .The information needed to answer the questions of this research has been collected through library documents, research reports, encyclopedias and university statutes, and site searches.
Findings: Research findings show that teacher’s professional development should be considered as a process system and their professional development should be systematically designed, supported, budgeted and reviewed. This system should promote and make teachers effective.
Conclusion: Each country’s principals and officials considering regional requirements along with upstream documents implement different measures and programs to improve the quality of teacher’s empowerment programs
Full-Text [PDF 424 kb]   (109 Downloads)    
Type of Study: Research | Subject: Special
Received: 2020/11/15 | Accepted: 2020/10/31 | Published: 2020/12/21

Add your comments about this article : Your username or Email:

Send email to the article author

© 2021 All Rights Reserved | Iranian journal of educational sociology

Designed & Developed by : Yektaweb