The relationship between curriculum ideologies, attitudes towards science and epistemological beliefs with the professional competence of elementary teachers in Kermanshah

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. student in Curriculum Studies, University of Tabriz, Tabriz, Iran.

2 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Iran.

Abstract

Introduction and purpose: The purpose of the present study was to examine the relationship between curriculum ideologies, attitudes toward science, and epistemological beliefs with the professional competence of elementary teachers in Kermanshah.

Method: The method of this study was descriptive-correlation type. The statistical population of the present study included all the primary school teachers of Kermanshah city in the academic year of 2023-2024, numbering 910. To determine the sample size, Krejcie & Morgan Table was used and 270 people were selected as the sample size using the proportional stratified sampling method. Data collection was based on four teachers' professional competence questionnaires. The structural equation model was used for data analysis with PLS software.

Findings: The findings showed that different curriculum ideologies have different effects on the professional competence of elementary teachers. According to the findings, social efficiency ideology has a significant negative relationship with teachers' professional competence, while learner-oriented ideology has a significant positive relationship with their professional competence. Also, social reconstruction ideologies and scholar academic ideology did not show a significant relationship with teachers' professional competence. Also, the results indicated that epistemological beliefs and attitude towards the nature of science have a significant positive relationship with teachers' professional competence.

Conclusion: In general, the professional competence of teachers is dependent on various factors, among which we can mention curriculum ideologies, epistemological beliefs, and attitudes towards the nature of science. In general, the results showed that schools should provide an environment where teachers can implement their innovative ideas.

Keywords

Main Subjects

Applied Educational Leadership

Articles in Press, Accepted Manuscript
Available Online from 29 January 2025

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History

  • Receive Date: 07 January 2025
  • Revise Date:
  • Accept Date: 29 January 2025

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