Designing a Comprehensive Model of Nurturing Roles of Primary School Teachers and Validation from the Perspective of Experts

Document Type : Research Paper

Authors

1 Ph.D. Student in Educational Administration, Kharazmi University, Tehran, Iran

2 Professor, Department of Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran

3 Assistant Professor, Department of Educational Administration, Faculty of Management, Kharazmi University, Tehran, Iran

Abstract

The purpose of this applied study is providing a comperhensive model of nurturing roles of primary school teachers. Qualitative-documentary and inductive content analysis methods were used to achieve the research goals. The research population consisted of all related documents to specialized terms of the nurturing domain within validated scientific databases, scientific-research websites, and publications inside and outside the country; and two methods of sampling were performed. First, a few samples were found with initial exploratory studies using snowball sampling, referring to the content sources and announcing in similar research, the researcher was directed to further research the 4356 documents which were obtained, and later reduced by targeted sampling to 108 documents. Finally, 169 subcategories were categorized into 16 intermediate categories, and then the intermediate categories were categorized into four main categories: Teacher’s Self-nurture, nurturing of the mind, nurturing of social, and nurturing of emotional-behavioral. The Holstein coefficient was used to assess the reliability (89%). Furthermore, to validate the model from the point of view of experts who were purposefully selected by 14 people; numerical value of CVR (above 51%) and mean numerical value of judgments (equal to or greater than 1.57) were performed. At the end, the findings and applications were reviewed by teachers using a conceptual model.

Keywords


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