High school

By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning–based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers’ attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers’ knowledge and attitude toward task and task-based language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.

Introduction: Musculoskeletal Disorders (MDs) largely contribute to occupational diseases in the workplace. Prevention from these disorders requires their evaluation in different occupations. This study aimed to compare the MDs of the neck between the teachers of Physical Education (PE) and those of the other majors in the high schools of Tehran City, Iran. Methods: The study sample included 180 teachers of mathematics, PE, and the religion and lifestyle in the high schools of Tehran (with the Mean±SD age of 42.11±6.65 years, and the Mean±SD weight of 72.28±12.98 kg). The participants were selected from 19 districts of the Tehran Departments of Education using multistage cluster sampling. The standard Nordic questionnaire was administered to investigate MDs among the teachers. The obtained data were analyzed with the Chi-square test to compare the MDs of the neck between the three groups of teachers. Results: A significant relationship was observed between the neck problems of the female (P=0.016) and male (P=0.017) PE teachers and the other teachers. Moreover, the neck problems were associated with the teaching experience (P=0.024) and teaching major (P=0.004). Conclusion: Based on the results, it seems that regular exercise can reduce the developing risk of MDs in the neck. Thus, this study recommends the performance of regular exercise and the correction of job-related postures to all teachers.

The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators.

The purpose of the present study was to investigate the effect of Distributed Leadership on Job Satisfaction of teachers, and then determine the effects of DL and teachers' JS on the academic performance of high school students. This study was a descriptive-correlational work in terms of methodology and theoretical-applied work in terms of purpose. The statistical population of this study included two groups of stakeholders, namely teachers and 11th-grade students at high schools in Khuzestan province, Iran. Multi-stage cluster sampling used for sampling; accordingly, 52 out of 270 active schools in Khuzestan province were selected as samples. On average, seven teachers from each school and all 11th-grade students from those schools who took the final exams participated in the study. The measurement tool for DL and JS was a Questionnaire with an alpha coefficient of 0.83, and 0.96. Final exam scores were also used to measure students' academic performance. Results showed that there was a significant relationship between all variables of DL and teachers' JS. Also, all variables of DL had a significant relationship with students' academic performance. The results of the regression analysis showed that JS and variables of DL are good predictors of students' academic performance. Finally, the results of this study showed that the outcomes of distributed leadership for schools are not limited to teachers' job satisfaction; but it affects directly and indirectly on one of the most important missions of the school - the improvement of student academic performance. This three-dimensional package is a necessity for 21 st -century schools' effectiveness.  

Purpose : The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum. Methodology : This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software. Findings : The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support). Conclusion : According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.

Purpose: This research was conducted with the aim of identifying effective factors on educational reform at the level of national and regional supports for high school mathematics. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative, which was performed in two stages of synthesis research and content analysis. The research environment in the synthesis research stage were all reference texts about recognizing the needs of the high school mathematics curriculum in the period of 2007 to 2020 years, which number of 47 sources were selected as a sample by purposeful sampling method. The research environment in the content analysis stage were all reference texts of educational reform of the high school mathematics curriculum and national and regional support in the period of 2010 to 2020 years, which number of 7 sources were selected as a sample by purposeful sampling method. The content validity of the data was confirmed by 5 experts in the field of curriculum and education of mathematics and their reliability was obtained by the agreement coefficient method between the two coders 0.88. Data were analyzed by synthesis research and content analysis methods via deductive. Findings: The results of synthesis research showed that for the effective factors on educational reform were identified 5 components and 12 subcomponents, which the components included the need to review the curriculum, preparation of teachers to change the curriculum, the need for teacher training, supervision of the education system on the teachers' performance and providing curriculum implementation arrangements. Also, the results of content analysis showed that for the effective factors on educational reform were identified 2 components and 7 subcomponents, which the components included preparation teachers to change the curriculum and providing curriculum implementation arrangements. Finally, the diagram of the effective factors on educational reform at the level of national and regional supports for high school mathematics was drawn. Conclusion: According to the results of this study, planning to improve the education of high school mathematics is essential through the use of effective factors on educational reform.

Foreign language vocabulary learning is challenging and requires using an appropriate method. To this end, this study aimed to investigate the effect of listening and viewing BBC News lessons as a teaching and learning tool on high school EFL learners’ vocabulary learning. This quasi-experimental research was carried out in the twelfth grade of Shohada high school in Kalybar city in East-Azarbijan, Iran. Forty two high school EFL learners were chosen as participants from two intact classes. The homogeneity of the classes was checked through a KET test. Then, they were randomly assigned into the experimental (n=19) and control (n=23) groups. Target words were selected from the eight BBC News lessons for both groups. The unfamiliarity of these words to the learners was found through the Vocabulary Knowledge Scale. The experimental group experienced vocabulary learning through watching and listening to the BBC News lessons; while, the control group received the same target words through the traditional method. A vocabulary-based post-test was administrated after the treatment. The result of Independent-Samples t-test on the post-test scores of both groups revealed the significant outperformance of the experimental group compared to the control group. Practical implications are presented to teachers, researchers, and learners.

Purpose: It is more than 30 years that Afghan people immigrate to Iran. This paper aims to find out the educational challenges Afghan High School students face in Iranian schools based on English teachers’ perspectives in Tehran province. Methodology: This research is qualitative and its kind is deductive. Based on the theoretical foundations of migration, relevant studies, especially the research of Sadegh Mousavi et al. (2019), Shishehgran and Haji Dehabadi (2018), and Songhori et al (2014) components of educational challenges were compiled. Guba and Lincoln indices (1994, quoted by Mohsenpour, 2013) were used to validate the components. The tool of this study is a Semi-structured interview based on the accredited components. Data analysis has been done by the use of Braun and Clarke’s thematic method (2006). The number of English teachers who have taught Afghan students for more than four years in public schools and participated in this study was about 32 (17 female and 15 male). Findings: The findings show that parents of these students rarely come to school to ask about the educational progress of their students, Afghan students adapt to the content of Iranian textbooks and the curriculum as the result of having a close relationship with Iranian culture, some students work after school to help their family financially. Regarding citizenship, Afghan students consider themselves differently as first-class Iranian citizens, second-class citizens, and some do not care about the issue of citizenship in Iran because they consider life in Iran to be temporary and intend to immigrate to European countries. Among the female students, no delinquency or victimization was observed by the English teachers, but the male teachers had heard of a few cases such as buying and selling drugs and consuming them. Considering that Afghan students are interested in learning English and its skills, it is necessary to take advantage of the presence of English teachers in reducing the educational challenges of students. Conclusion: This can be achieved by holding compensatory classes by these teachers themselves. This leads to more social communication between students and their English language teachers and to a large extent causes a kind of social control in preventing the occurrence of delinquency and delinquency. It is also suggested that the English language curriculum should pay attention to multiculturalism and anti-racism, and the necessary programs to familiarize school administrators, parents of students, teachers, and Iranian students, as well as parents of Afghan students and the students themselves should be provided.

Purpose: The aim of this article was to identify and evaluate the most effective factors for enhancing the cultural awareness of male high school students in Tehran. Methodology: This study is a qualitative research. The statistical population includes 20 experts in management, who are experts in educational management, curriculum and education, primary education, and cultural management (with books or articles). The sampling method in this study was purposeful. Data were collected using semi-structured interviews using MAXQDA12 software. Findings: The results of 111 main concepts (open codes) were obtained from 23 main concepts (basic codes), in the form of an inverse model including 6 selected codes including causal factors (4 components; 23 indicators), contextual factors (5 components; 23 indicators), strategic factors (6 components; 28 indicators), intervention factors (5 components;16 indicators), key phenomena (1 component; 8 indicators), and consequences (3 components and 13 indicators) were presented. Conclusion: Attention to cultural patterns at three levels, local, national, and international, requires special measures from educational decision-makers. In addition, with the existence of different cultural spectrums in our country and the need for national convergence and unity, the importance of this type of culture in the curriculum is more evident than ever.

Due to its increasing role in language learning, Computer Assisted Language Learning (CALL) is now widely studied. Much of the recent studies have focused on examining stakeholders' attitudes and investigating its impact on the employment of CALL. We followed a componential definition by considering more variables that allegedly define CALL and as such influence its integration into high school language learning curriculum. The context-related components of CALL were defined, and a total score was assigned which presented a broader understanding of CALL as a variable in the current study. Also, engaging more stakeholders in such studies is supposed to add to the validity and provide a more tangible picture. As such, this study considered four groups of participants, that is students, teachers, preservice teachers and principals. The findings revealed that all groups had moderate to high CALL scores, indicating acceptable CALL skills and knowledge to be gradually qualified to higher standards. Moreover, the study indicated the groups’ attitudes did not significantly predict the use of CALL in high school language learning curriculum. It is concluded that other variables, may play a more determining role in predicting the integration of CALL into English classes in high schools.