Maryam Jalilian, Mohammad Sajjad Seydi, Mohsen Golmohamadian,
Volume 19, Issue 74 (7-2020)
Abstract
Introduction: Due to the prone to having earthquakes of Iran and given the importance and necessity of the role of schools in the lives of students, especially in times of crisis, the purpose of this study was to identify effective school indexes after the Serpol zahab earthquake in 1396.
- Aim: Because of the risk of earthquakes in Iran and given the importance and necessity of the role of schools in the lives of students, especially in times of crisis, the purpose of this study was to identify effective school indexes after the Sarpol Zahab earthquake in 1396. Methods: This qualitative research was conducted through the phenomenological approach. Therefore, 15 educators (including managers, teachers and counselors, etc.) were selected through purposive sampling method. Data were collected through in-depth interviews. Data were collected through in-depth interviews and coding was used to analyze the data. Results: After documenting the interviews, 290 primary codes, 12 sub-indicators, and final four main indicators, including "students", "teacher and school staff", "school structure and facilities", and "environment and family" were extracted. Indicators for students include sub-indicators: adaptive-functional, psychological, academic; while sub-indicators related to teachers and school staff include these sub-indicators: educational, personal and assistance; school structure and facilities index include these sub-indicators: equipment, planning, coordination tasks; and finally the indicator of the environment and family included these sub-indicators: financial, psychological, and physical-structural. Conclusion: The results of this study can provide a comprehensive content of preventive measures related to the earthquake crisis to the ministry of education, so that the organization can provide protocols for crisis situations and provide them to schools nationally. By adhering to the results of this study, schools can help maintain their efficiency when passing through earthquake crisis successfully, while reducing its consequences.
Mrs Zahra Rostamabadi, Dr Mohammad Sajjad Seydi, Dr Mohsen Golmohamadian,
Volume 21, Issue 83 (10-2022)
Abstract
Target: The purpose of this study is to analyze teachers' beliefs about the desirable class. Teachers 'beliefs about a desired classroom are important in that they shape teachers' expectations, actions, and behaviors in the classroom.
Research Methodology: The population of the study consisted of all teachers in the first and second grade of Kermanshah of these, 15 individuals were selected through purposeful sampling for in-depth interviews. Interviews were documented after audio recording and coded by Epochs method. The method of study was qualitative and phenomenological and the data were analyzed using Culizzi method.
Findings: After analyzing the data, from 152 beliefs and teaching beliefs. open source codes extracted from interviews, 32 subcategories and 3 main categories were obtained Behavioral Beliefs, Relationship Beliefs, and Teaching Beliefs.
Conclusions: Therefore, it can be said that teachers' beliefs about the desirable class have a wide range that is not limited to the behavior of the teacher or student and other factors such as family, teacher relationship with parents, physical structure of the class and teaching style also affect this.
