Teachers’ self-evaluation of application of moral education principles (case study: Elementary school teachers in Isfahan, Iran.)

Abstract

The present research has been done with the aim of analyzing elementary school teachers’ self-evaluation of application of moral education principles in Isfahan. The statistical population of the research included all teachers, teaching at elementary schools in Isfahan in academic year of 2012-2013, being 3922 teachers in number. Among whom, a number of 340 individuals were selected using Chocran’s sample volume formula and simple random sampling method. The research method was descriptive as well as survey type, and the data collection tool was a researcher-made questionnaire, containing several questions about elementary school teachers’ self-evaluation of application of moral education principles in Isfahan, including 25 forced-choice questions based on Lickert’s 5-rate spectrum, its components being as follow: the intertwined nature of moral education and religious training, illumination of appearance and soul, developing a  feeling of moral intellection together with succumbing to reason and revelation, gradual elevation and permanent caring and opposition to egotistical desire Chronbach Alpha coefficient for the questionnaire was obtained 0.93, being considered as possessing sufficient reliability. The validity of the questionnaire was confirmed by related specialists. The data were analyzed using scientific modeling method of structural equations and SPSS 16 & Amos 18 statistical software. The results showed that the mean of all self-evaluation components was above average. Thus, there were no positive and significant relationships among all self-evaluation components. Also, self-evaluation had no significant relationship with none of demographic characteristics.

Keywords: elementary school teachers, self-evaluation, moral education, educational system, educational performance