Journal of Education and Health Promotion

Effective components of teachers’ professionalism in viewpoints of various stakeholders

. Fatemeh Keshmiri; . Sara Jambarsang; . Amir Houshang Mehrparvar

Volume 13, Issue 1 , January 2023, , Pages 1-8

Abstract

BACKGROUND: The teacher must conduct educational responsibilities in the best way by observingthe ethical principles to meet students’ educational needs. The aim of the study ... Read More BACKGROUND: The teacher must conduct educational responsibilities in the best way by observingthe ethical principles to meet students’ educational needs. The aim of the study was to investigate themain factors of professionalism among faculty members from the viewpoints of various stakeholdersincluding learners, peers, and educational officials, as well as the components were assessed fromthe viewpoints of the stakeholders.MATERIALS AND METHODS: This was a descriptive analytical study conducted in two phases. Inthe first phase, a questionnaire was developed and validated to assess the professional behaviorof faculty members. In the second phase, the evaluation of the teachers’ professional behavior wasdone from the viewpoint of various stakeholders, including learners, middle and senior educationmanagers and peers. The participants were faculty members from 10 schools enrolled in the studyby census (n = 427). To extract the factors that constitute professional behavior in faculty members,exploratory factor analysis was used. Data were summarized using descriptive indices (mean,standard deviation, and percent). Exploratory factor analysis (EFA) was used to extract the factorsthat constitute professional behavior in faculty members. Data was analyzed by using SPSSsoftware (version 23.0).RESULTS: In the first phase, the questionnaire with 11 items was developed. The validity and reliabilityof the tool was confirmed. The mean (SD) of the faculty members’ scores was 4.54(±0.34), with aminimum score of 2.33 and a maximum score of 5.00. The highest scores of faculty members werereported in the items of “altruism to colleagues and students” and the lowest scores were relatedto “feedback seeking and feedback acceptance”. Professional behavior was categorized under twodomains: accountability to professional duties and adherence to professional values. Fifty percentof the participants followed the adherence to professional values (P = 0.22), but less than 50% ofthe individuals followed the adherence to professional duties significantly (P = 0.002).CONCLUSION: The results of the present study showed that adherence to professional duties was lowin faculty members. Assessment of individuals’ adherence in these two domains showed that facultymembers’ compliance in the domain of accountability to professional duties was significantly lower.

Impact of Coronavirus Disease (COVID-19) pandemic on classroom teaching: Challenges of online classes and solutions

. Madan Mohan Gupta

Volume 11, Issue 4 , May 2021, , Pages 1-4

Abstract

Coronavirus disease 2019 (COVID‑19) is an infectious disease caused by a newly discoveredcoronavirus and the WHO declared it a pandemic, and due to the high risk, the most governmentthroughout ... Read More

Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed‑methods study

. Sepideh Jamshidian; . Nikoo Yamani; . Mohammad Reza Sabri; . Fariba Haghani

Volume 9, Issue 1 , January 2019, , Pages 1-10

Abstract

INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing ... Read More INTRODUCTION: Given the importance of feedback to improve teachers’ educational performance,the current study aimed to identify the challenges and problems involved in providing feedback toclinical teachers on their educational performance.MATERIALS AND METHODS: In the first phase of this mixed‑methods study, the clinical teachers,students, and university officials were interviewed on feedback problems and challenges. Afteran inductive content analysis, and based on the problems enlisted, a ten‑item questionnaire wasdeveloped. Subsequently, 25 clinical teachers completed the questionnaire by scoring the importanceand urgency of each problem.RESULTS: Overall, 18 individual and group interviews were conducted with 24 people. A totalof ten themes and five categories emerged, including “lack of transparency of feedback system,”“absence of criticizability culture,” “lack of motivation to improve performance,” “failure to considerfactors affecting teacher’s performance,” “lack of formative evaluation,” “inappropriate data obtainedon teacher’s performance,” “inappropriate feedback providers,” “inappropriate feedback recipients,”“inappropriate feedback provision,” and “no feedback follow‑up.” Three items of priority involved“inappropriate feedback providers,” “inappropriate data,” and “failure to consider factors affectingthe teacher’s performance.”CONCLUSIONS: All the raised problems obtained high scores; nevertheless, the interviewees hadmore problems with the feedback provider, the data collected on the performance, and inattentionof university officials to the factors influencing performance than feedback presentation methods.Hence, gaining the trust of teachers on the collected data, providing feedback by their trustworthyindividuals, and paying attention to the factors influencing teachers' performance are associated withan increased possibility of feedback acceptance.

Healthy lifestyle in teachers

. Asiyeh Pirzadeh; . Gholamreza Sharifirad; . Aziz Kamran

Volume 2, Issue 5 , December 2012, , Pages 1-4

Abstract

Introduction: The role of individual healthy behaviors like physical activity, nutrition and stressmanagement on reduction of rate of disease mortality and morbidity is well known. ... Read More

Designing and evaluation of the teaching quality assessment form from the point of view of the Lorestan University of Medical Sciences students - 2010

. Aziz Kamran; . Mohammed Zibaei; . Kamal Mirkaimi; . Hussein Shahnazi

Volume 2, Issue 5 , December 2012, , Pages 1-7

Abstract

Introduction: Education is basically one of the Universities’ and faculties’ leading missions andduties; its promoted quality will also lead to an elevated educational quality ... Read More Introduction: Education is basically one of the Universities’ and faculties’ leading missions andduties; its promoted quality will also lead to an elevated educational quality in the University. Teacherassessment can be mentioned as essential for the success of the quality promotion process. Thisarticle deals with the designing and evaluation of a teaching quality evaluation form for teachers,from the Lorestan University of Medical Science students’ point of view. Methods: A two-stage,cross-sectional study was conducted on 290 Lorestan University of Medical Science students.First, evaluation priorities were extracted using the Delphi technique in the fifth section, includingteaching skills, communication skills, principles of training, and skills assessment. In the secondstage, as the priority and importance of each item was evaluated in the fourth Lickert option,sampling was done in few stages. The study instrument was a questionnaire, which included sixareas. The first part of the questionnaire was made up of the demographic characteristics and thesecond part included five evaluation areas that were obtained from the student. The collected datawere analyzed using statistical software SPSS-16 and chi-square test, Kruskal-Wallis test. Results:In the areas of teaching skills, mastery of the course, individual characteristics, self-confidence,communication skills, intimate relationship with students, educational principles, rules respectingthe beginning and end time of class, skill assessment, and an accurate comprehensive examinationat the end of the semester by the students, were chosen as the most important factors. Therewere significant differences in the majority of expressed comments between the genders andacademic status (P < 0.05). Conclusion: Students can properly diagnose the essential factorsin teachers’ evaluation, but in item prioritizing they may be partly affected by some factors suchas gender, academic status, semester, and academic course.

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Keywords = teacher

Effective components of teachers’ professionalism in viewpoints of various stakeholders

Abstract

Impact of Coronavirus Disease (COVID-19) pandemic on classroom teaching: Challenges of online classes and solutions

Abstract

Problems and challenges in providing feedback to clinical teachers on their educational performance: A mixed‑methods study

Abstract

Healthy lifestyle in teachers

Abstract

Designing and evaluation of the teaching quality assessment form from the point of view of the Lorestan University of Medical Sciences students - 2010

Abstract