Iranian Primary Schools Research Articles

Validation of a cultural adaptation of the Children's Knowledge of Abuse Questionnaire (CKAQ-RIII) in primary school children in Iran.

The purpose of this study was to investigate the cultural adaptation and validation of the Children's Knowledge of Abuse Questionnaire (CKAQ-RIII). This tool, which is used in Iranian primary schools, examines children's understanding of the concepts of sexual abuse. A sample of 80 primary school children between 8 and 12 years of age was selected from schools in Iran. The questionnaire was administered three times: before and immediately after the Child Abuse Prevention Program and at the three-month follow-up assessment. The included children (n=80) completed the Persian version of the CKAQ-RIII during the three-month follow-up. The internal consistency of the CKAQ-RIII was high for the Inappropriate Touch Scale (ITS) and moderate for the Appropriate Touch Scale (ATS). Analysis of the Pearson correlation coefficients indicated a strong relationship between the ITS and ATS and the overall scores. The mixed-design analysis of variance (ANOVA) on the ITS showed that the children's knowledge increased after the intervention. In general, higher scores were observed for children in the fifth and sixth grades (11 to 12 years old) after the intervention, indicating greater concept knowledge. Repeated measures ANOVA was also performed on the ATS, which showed a significant increase in children's knowledge. The Persian version of the CKAQ-RIII is an effective and reliable tool for assessing the level of knowledge of the concepts of sexual abuse in Iran.

The Effect of Teacher Emotional Labor on Commitment: The Mediating Role of Teacher Psychological Capital in Iranian Primary Schools

This study utilized a cross-sectional survey design to investigate the influence of teacher emotional labor on organizational commitment, emphasizing the mediating role of psychological capital. The research involved 400 primary school teachers from Tehran, Iran’s capital. A combination of stratified and systematic random sampling methods was employed to select a representative sample of teachers. The findings indicated that both emotional labor and psychological capital positively impacted teachers’ commitment. Additionally, psychological capital served as a mediator in the relationship between teachers’ emotional labor and their commitment. The implications of these results are further discussed.

The Effect of Principal Emotional Intelligence on Teacher Performance: Mediating Roles of Organizational Trust and Professional Learning Community

ABSTRACT Teacher’s performance has significant influence on student’s achievement. Few studies have sought to investigate the role of principal emotional intelligence on teacher job performance. This study examined the effects of principals’ emotional intelligence on teacher performance by mediating the roles of organizational trust and professional learning communities. Results from a sample of 400 teachers and 100 principals in Iranian primary schools showed that all path coefficients from principals’ emotional intelligence to organizational trust, professional learning community, and teacher performance were non-significant. Additionally, there were positive and significant relationships among organizational trust, professional learning community, and teacher performance.

Exploring positive school leadership practices in Iranian primary schools

ABSTRACT Positive leadership is criticized as having a North American cultural approach to leadership, and very little is known about it in developing countries. This study sought to investigate positive school leadership from the perspectives of positive school principals in Iran. The data was collected within Iranian public primary schools through a qualitative approach. Through open-ended interviews with 24 principals, this study sought to illuminate their perspectives and practices toward their role as positive leaders. The findings of this exploration comprised of eight positive school leadership practices that includes: divine and metaphysical insight, principles and ethics, leader-member relationships, positive leadership behaviors, positive leadership skills, positive leadership affection, outcomes for staff, and wider benefits. This investigation provides credence to scientific criticism concerning the absence of empirical positive school leadership theories.

Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior

This study tested the relationship between principals’ learning-centered leadership and teacher professional learning in Iranian primary schools, with a focus on the mediating role of trust and knowledge sharing behavior. Survey data collected from 886 teachers in 121 primary schools, representing a range of socioeconomic status, distributed across three districts in the city of Mashhad. Data were analyzed using confirmatory factor analysis and structural equation modeling. The results illustrate significant path relationships between the constructs, linking learning-centered leadership with teacher professional learning. Learning-centered leadership directly influenced the professional learning of teachers, and such a relationship was fully mediated by the teachers’ trust and knowledge-based sharing behavior in these Iranian primary schools. These results provide evidence that principals can enhance teacher learning by emphasizing teaching and learning to develop trust among teachers and foster knowledge sharing.

Exploring instructional leadership in Iranian primary schools: perspective of successful principals

ABSTRACT While there is continuing research on instructional leadership, there are limited attempts from Eastern cultural societies and contexts where education is highly centralized. This paper explores instructional leadership in Iranian public primary schools, from the perspectives of successful principals. Through interviews with 26 participants, this study sought to illuminate their perspectives toward their role as instructional leaders. As a result, a model of instructional leadership was described, which had three dimensions – paying attention to the school’s vision, managing the instructional program, and promoting a learning climate – and seven associated functions. This model is a contextually relevant version of the dominant view of instructional leadership. The research reveals how features of specific societies shape instructional leadership conceptualizations, and it reinforces the need to consider leadership and context.

Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model

ABSTRACT This study tested the relationship between principals’ instructional leadership, teacher collective efficacy, teacher commitment, and teacher professional learning in Iranian primary schools. Survey data collected from 121 principals and 886 teachers in primary schools in Mashhad city, Iran were analysed using confirmatory factor analysis, structural equation modelling, and bootstrapping. Findings confirmed a partial mediation model whereby principal instructional leadership has both direct and indirect effects on teacher professional learning. The research also revealed how instructional leaders influence the professional learning of teachers through teacher’s collective efficacy, commitment. The present study contributes to the literature by investigating the key role of the principal’s instructional leadership in supporting teacher professional learning.

Breaking down the walls of weak knowledge-sharing among Iranian teachers: Investigating a less-considered leadership role of principals

One of the common aspects of professional culture is that teachers share their knowledge and experience only occasionally. However, principals can significantly contribute to reducing this weakness by demonstrating knowledge-sharing in their leadership role. It is critical for Iranian principals to play this role because there is some weakness among teachers due to certain context-specific conditions. The existing knowledge about this vital role is very scarce and cannot provide a complete and clear picture. The purpose of this study is to investigate this less-considered role in the context of Iranian primary schools. To this end, a basic qualitative approach was adopted. Using constant comparative analysis of the data obtained from interviews with successful principals, seven categories of themes emerged for knowledge-sharing leadership. This study not only supports the assertion that the principal’s role in knowledge-sharing is indisputable but also contributes to the school leadership literature. Along with its implications for training programmes for principals, this study has several suggestions for theory and research.

Breaking the silence: working with pupil voice in Iranian primary schools

ABSTRACT The paper provides analysis of findings from research on “pupil voice” collected from 88 Iranian pupils within five primary classrooms. No previous research has been carried out in Iran on “pupil voice” emphasising children’s right to a say about different matters in their school lives. Two methods of data collection were applied: a) participant observation where the observer facilitated workshops within each classroom enabling children to reflect on issues that matter to them; b) individual interviews with pupils, teachers and headteachers aimed at gathering information regarding school participants’ insights into their experiences in schools, including the role of teachers, school regulations and pupil voice activities. Our data reports on the preoccupation teachers and children had with our workshop as an alternative pedagogic form in their schools. While both pupils and teachers saw the advantages of a participatory approach to classroom interactions, national, educational and pedagogic cultural factors provided substantial challenges.

Exploring instructional leadership in Iran: A mixed methods study of high- and low-performing principals

The purpose of this study is to understand and describe patterns of principal instructional leadership practice in Iranian primary schools and to then assess whether there are differences between the high- and low-rated principals. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers within Iranian primary schools. The quantitative data were collected and analyzed from 535 teachers and 70 principals across the 70 primary schools. Next, we used ratings on the Principal Instructional Management Rating Scale to identify four of the highest and lowest performing principals. We then conducted open-ended interviews with teachers and principals in these schools. The key findings showed that, despite working in a highly centralized context, the highly ranked principals in the sample were also differentiated from their lower ranked peers on specific instructional leadership practices. They appeared to give more emphasis to their role in developing the quality of teaching and learning and monitoring student progress. In this setting, ensuring a collegial and collaborative environment for teachers is commonly articulated by the successful principals in our study as an important aspect of instructional leadership.

Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran

Although the knowledge base on instructional leadership is quite well developed in Western societies empirical studies have only recently begun to emerge in the developing societies of Asia, Africa and Latin America. The current study was undertaken to fill a gap in leadership research in Iran, where there have been no prior studies of principal instructional leadership (PIL). The current study sought to understand the relationship between principal self-efficacy, instructional leadership, teacher collective efficacy and teacher organizational commitment in Iranian primary schools. Survey data collected from 111 principals and 345 teachers were analyzed using confirmatory factor analysis and structural equation modeling (SEM). The results confirmed the proposed conceptual model affirming the impact of both principal and teacher beliefs (i.e. self-efficacy) on their behaviors and on teacher commitment. More specifically, the SEM results identified robust, positive and statistically significant relationships among the constructs. These findings extend prior research by revealing how leader self-efficacy beliefs and instructional leadership behaviors interact to shape collective teacher efficacy and commitment. This research makes a distinct contribution not only to school leadership research in Iran, but also to the growing body of research on the effects of PIL in non-Western, developing societies.

A simple model of Persian reading

This study investigated potential cognitive-linguistic predictors of reading comprehension levels of monolingual Persian-speaking children. Investigations into the Persian orthography are important since features of the orthography, such as the need to use text context to support decoding early in reading acquisition, may lead to skills developing differently from those predicted by current models of reading derived from English. Children (N = 199) in Iranian primary schools, Grades 2 to 5 (aged between 89 and 136 months), were given measures of text reading involving (1) cloze completion and (2) passages followed by comprehension questions. Performance on these measures was analysed in relation to children's language competence, phonological ability, orthographic processing and speed of processing. Analyses indicated that Persian reading comprehension levels were predicted by measures of language-related skills and decoding ability, with the latter being predicted by phonological and orthographic process...

Evaluating Environmental Sustainability in Iranian Primary Schools through Design Principle Approach

As the first educational space children spend most of their daily time in, Primary School is the best start point of fostering the priorities of environmental sustainability. Lack of consideration in this field is clearly showing the absence of environmental sustainable requirements in the guiding design principles. Yet, what are the shortcomings of design principles in Iranian primary schools? This paper aims to define the shortcomings of design principles in Iranian primary schools on the basis of environmental sustainability and present recommendation which can be considered by Iranian school designers. The adopted method of research is case study approach, and answering the research questions by qualitative data collection. To reach the aim of research, importance of environmental sustainability in a primary school is highlighted and the effect of governmental design principles on the design of school building will be reviewed through relevant literature and reliable documents. Then, environmental considerations of the design principles presented by State Organization of School Renovation, Development and mobilization in Iran are evaluated on the grounds of LEED for school rating system. In addition, Roshangar Primary school which was successfully built in accordance to the mentioned Iranian design principle is selected as the case study of research. Through a visual analysis, current practice of these design principles can be examined and presented in a clear view. The shortcomings of the above mentioned design principles will be discovered afterwards and recommendations will be presented in the conclusion of research.

Controlling head lice in Iranian primary schools for girls

Background: In spite of large budgets for procurement and distribution of pediculicide shampoos, prevalence of pediculosis in girls' primary schools continues. Objective: To study the efficacy of the pediculicide shampoos lindane 1% and permethrin 1%, for pediculosis control among students. Methods: One thousand forty two louse-infested schoolgirls in 31 girls' primary schools were randomly treated with the shampoos (520 students with lindane 1% and 722 students with permethrin 1%). One hundred twenty five contaminated schoolgirls were treated with placebo shampoos. Efficacy of shampoos was studied afterusing twice with a one week interval. At the start, an educational pamphlet was distributed among all students discussing methods of prevention and directions for use of shampoos. Results: We found that shampoo treatment resulted in only 52.9% overall recovery. With lindane, it was 50.96% and with permethrin 54.29%. The highest level of recovery was observed among primary school girls in grade five. Recovery in the central zone of the city and in private schools was better. Furthermore, the efficacy level of the shampoos was influenced by different factors such as parasite load, type of school, school location, level of education, level of awareness, and sociocultural factors. Conclusion: Pediculicide shampoos are effective, but education and modification of sociocultural factors are also important. Keywords: Lindane shampoo, pediculicide, pediculosis, permethrin shampoo

Brief communication (Original). Controlling head lice in Iranian primary schools for girls

Brief communication (Original). Controlling head lice in Iranian primary schools for girls

Exploration of Environmental Literacy in Science Education Curriculum in Primary Schools in Iran

The present research explores the contents of primary school science textbooks of Iran in relation to environmental literacy (EL). The research method is content analysis and among the content analysis methods, category analysis has been used in this research.The main instrument for data collecting is the content analysis table. For data analysis, descriptive statistic frequency percentage has been used. In this research to achieve the objectives, two steps have been used:Analysis, andConclusion based on data analysis.Results show that overall, environmental literacy is not well covered in primary school science textbooks, and all components of environmental literacy did not receive the same attention. While the components pertaining to environmental knowledge are highly emphasized, other components are partially or even largely ignored in Iranian primary schools.

Evaluation of the Vision Screening in School Children, Hamadan Province, West of Iran

Background: Despite the fact that school nurses perform visual screening of pupils in Iranian primary schools; very few studies have been done to determine the validity of the screening test. This study was conducted to assess the validity of visual screening test by school nurse compare to optometrist diagnosis. Methods: A total of 878 pupils aged 6-15 year were studied. A school nurse performed screening for visual ability using E-chart. Also all the pupils referred to an optometrist for definite diagnosis. Then the results obtained by the school nurse were compared to the optometrist diagnosis. In comparison, the sensitivity and specificity of the test were calculated to show the value of the screening test. Results: From all the pupils, who were screened by the school nurse, 64 screened out positively. These pupils were referred to the optometrist, 87.5% were diagnosed as having vision disorders. 91.5% of the other pupils, who were screened out negative and referred to the optometrist, were healthy. Comparison of the results of the vision screening with the outcome of a full eye examination, gave a sensitivity and specificity of 44.8% and 98.9% respectively. Conclusion: The use of E-chart by school nurse to determine visual defects of school children, is low sensitive but highly specific. To improve the present system of visual screening in the schools, training of the school nurses is recommended.

Cultural Foundations of the Society and Students’ Ability for Establishing EFL Teaching in Iranian Primary Schools

Cultural Foundations of the Society and Students’ Ability for Establishing EFL Teaching in Iranian Primary Schools

Epidemiological Aspects of Pediculosis capitis and Treatment Evaluation in Primary-School Children in Iran

This study was undertaken to assess the prevalence of and epidemiological factors associated with, head lice infections in Iranian primary schools in 2006 and evaluate data on the therapeutic efficacy of lindane shampoo. A total of 40586 children (19774 boys (48.72%) and 20812 girls (51.28%)] from 198 Governmentprimary schools in Kerman, were screened for head lice between March and June 2006. The diagnosis of head lice infestation was confirmed by clinical inspection of scalp and hair for the presence of adult lice nymphal stage, or eggs (nit) by line-toothed head lice comb. All children infested with lice were treated with lindane shampoo (1% gamma benzene hexachloride). The overall prevalence of head lice infestation was 1.8%. The prevalence of infestation was significantly higher in girls (2.9%) than in boys (0.6%) (p = 0.000). The infestation rate was greater among pupils who were living in rural areas (4.6%) than in urban areas (1.5%). Of the 721 children with a positive examination result, 424 pupils (58.8%) were reported as having been infested with head lice in the previous 6 months. Mother's education level was a significant risk factor in this model (p < 0.05). At 2 weeks after the primary treatment, the success rates of treatment were 49%. Comprehensive survey in our work showed the better future of the disease and related factors. Education campaigns by health care officials, physicians and teachers are expected to be helpful for head lice control. It is essential that governments should be supported form cooperation between the school authorities and public health centers to successful control head lice infestation in primary school. Also there is an urgent need to identify safe, novel insecticides for proved efficacy.