Predicting the Active Teaching Style Based on the Thinking Styles of Elementary school teachers in Amol city

Document Type : Research Paper

Authors

1 Associate Professor of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Master of Curriculum planning, Educational and Educational Leader of Amol Education Department, Visiting teacher at Farhangian University of Amol

3 Undergraduate Student of Psychology, Amol Institute of Higher Education, Amol, Iran

Abstract

The purpose of this study was to predict the active teaching style based on the thinking styles of elementary school teachers in Amol city in the years 1397-98. The statistical population of this study consisted of all elementary school teachers in Amol city in the academic year of 1398-98. a total of 120 subjects were selected using available sampling method. After selecting the samples, teachers were asked to answer the Sternberg Thinking Styles Questionnaire and the Teaching Style Preference Questionnaire. According to the purpose of the study, after analyzing the initial results, were studied the results of 80 teachers with active teaching style. To analyze the data, in the descriptive statistics section (mean and standard deviation) and in the inferential statistics section, was used Pearson correlation coefficient and regression at the significant level 0/05. The results showed that there is a significant positive relationship between active teaching style and free thinking style. The results of multiple regression analysis with concurrent method showed that among the predictor variables, open thinking style was able to explain active teaching style. Therefore, with 95% confidence, it can be said that there is a significant relationship between teachers' active teaching style and their thinking styles. In fact, it is possible to find out the type of teaching style of teachers according to their thinking styles, which can be used in selecting teachers.
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History

  • Receive Date: 27 May 2020
  • Revise Date: 17 June 2020
  • Accept Date: 19 June 2020

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