Humanistic Education and students’ Educational Motivation in Tehran Primary Schools

Abstract

The present article surveys teachers and principals on perceived elementary students’ educational motivation and achievement in the 2nd education district in Tehran. Two groups from the 2nd district in Tehran were examined: Principals (managers & assistants) in public and private primary schools (boys and girls schools), and teachers in public and private primary schools (boys and girls schools). The sample groups consisted of 183 Principals (managers & assistants), and 295 teachers through stratified random sampling. The questionnaire examined 4 primary components of humanistic education: the teaching-learning environment, the role of the teacher, the role of student and methods of evaluation. The results show that all 4 components of humanistic education were not applied adequately in primary schools, therefore showing that the humanistic approach to education is underused.