The Role of the Orientation of the Intelligent School's Teachers' Curriculums on Educational Vivaciousness of Students

Abstract

The present research has been undertaken to assess the role of orientation of teachers' curriculums in intelligent schools in educational vivaciousness in Birjand's second grade high school students; this is a descriptive, correlation research. The statistical universe includes all grade two junior high school teachers of Birjan'd intelligent schools and their students in the educational year of 92-93. There has been chosen a population of 25 women and 25 men among teachers and 250 girl students and 250 boy students as sample group. While the teachers were selected through simple sampling, selecting students was done based on purposed sampling. Research questions are as the followings: 1. Is there a meaningful relationship between educational vivaciousness of intelligent school students and the orientation of the teachers' curriculums? 2. Does the orientation of the teachers' curriculums vary based on their years of service? 3. Does the orientation of the teachers' curriculums vary based on their sex? To collect data, student educational vivaciousness questionnaire (1391) with 69% final coefficients and curriculum orientation questionnaire of 83% final coefficient whose validity has been already proved by its designers have been used. Step by step regression test showed that with regard to student educational vivaciousness, based on the orientation of the teachers in their curriculums, just two perspectives have the potentiality of predicting student educational vivaciousness in intelligent schools: self-flourishment and Schwab proper selection. The results of multi-variant variance analysis show that the orientation of teachers' curriculums doesn't change meaningfully based on their years of service and sex.