Educational Science
A. Dinarvand; Z. Golzari
Abstract
Background and Objective:Among the many factors that are involved in the field of education, the role of the teacher is certainly more prominent than others, and in fact the leadership of the future generation of any society is in the hands of the teachers of that society. Therefore, the teachers’ ...
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Background and Objective:Among the many factors that are involved in the field of education, the role of the teacher is certainly more prominent than others, and in fact the leadership of the future generation of any society is in the hands of the teachers of that society. Therefore, the teachers’ personality should be projected in a way that students accept them as a knowledgeable, kind, and honest leader and consider them as their role model. Obviously the teachers can fulfill their educational mission and meet the social expectations when they have sufficient and necessary qualities. One of these qualities that is related to the success or failure of teachers, is self-efficacy. Another important feature is the attitudes of teachers towards their jobs that guarantee organizational efficiency. In addition, these factors increase competition and better performance among teachers in the future, and have a strong relationship with students’ success. Considering the importance of professional attitudes and self-efficacy, the present study intends to examine the effectiveness of flipped instruction on professional attitude and self-efficacy of high school teachers in Tehran. Methods: The present study is a non-empirical quantitative research with a causal-comparative (retrospective) method. The statistical population included all high school teachers at 22 districts of Tehran who adopted inverse teaching method. Using purposive available sampling method, 15 teachers who had the highest score in terms of gender, years of experience, type of employment, and the district of service were selected as the study group. 15 counterparts who were teaching via the conventional methods were selected as the control. To investigate the effectiveness approach, the dependent variables of professional attitude and self-efficacy were examined by related questionnaires. To analyze the data, multiple analysis of variance and one-way analysis of variance were used. Findings: The results indicate that the level of the professional attitude and self-efficacy in general and the components of self-efficacy were significantly higher for teachers using flipped classroom methods than teachers who used conventional methods in their class. Conclusion: The present study showed that a teaching method can also have a positive effect on teachers' professional attitude and self-efficacy. For better efficiency of this method, parents are required to cooperate with teachers and the country's officials are expected to introduce this approach in in-service courses. It is recommended to researchers to include male samples teachers with less than 20 years of experience in their studies in other parts of the country.
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