Investigating the Relationship between Philosophical Mindset and Professional Maturity of Social Sciences Teachers with their Teaching Style in Junior High Schools in Tabriz

Akbar Zadeh, Sedighe; Yazdani, Dr.Sohrab; Azim Pour, Ehsan

Investigating the Relationship between Philosophical Mindset and Professional Maturity of Social Sciences Teachers with their Teaching Style in Junior High Schools in Tabriz

Document Type : Original Article

Authors

¹ MA in Curriculum Planning, Islamic Azad University, Tabriz, IRAN.

² Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, IRAN.

³ PhD Student in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, IRAN.

Abstract

The purpose of this study was to investigate the relationship between philosophical mentality and professional maturity of social sciences teachers with their teaching style in junior high schools in Tabriz. This research was applied in terms of purpose and descriptive-correlation in terms of method. The statistical population of the present study was all social science teachers in the junior high schools in Tabriz (113 people). The statistical sample of 87 people was selected by stratified random sampling according to Krejcie and Morgan (1970) table. The data collection tool in this research included Hashemi's philosophical mindset questionnaire (1995), Super's career development questionnaire (1980) and Grasha's teaching style questionnaire (2002). The results indicated that there is a positive and significant relationship between the teachers' philosophical mentality and expert style, personal model style, facilitator style, and delegator or interactive style (p < 0.01). There is a positive and significant relationship < br />between the components of comprehensiveness, penetration and flexibility with expert, personal, facilitator and delegator styles of teachers (p < 0.05). Also, there is a positive and significant relationship between professional maturity with expert, personal, facilitator, and delegator teaching styles of teachers (p < 0.05).

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