نوع مقاله : مقاله پژوهشی
نویسندگان
1 هیات علمی دانشگاه فرهنگیان
2 کارشناسیارشد برنامهریزی درسی دانشگاه آزاد اسلامی واحد قم، قم، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: This study aimed to evaluate the educational literacy of first-grade primary school teachers and parents and identify its implications for teacher education policy-making and family education.
Methods:This descriptive survey was conducted among all first-grade primary school teachers and parents in District 1 of Qom, Iran. Based on Cochran’s formula, 108 teachers and 384 parents were selected through stratified random sampling. Data were collected using a researcher-developed Educational Literacy Questionnaire with established validity and reliability and analyzed using one-sample *t*-tests and analysis of variance (ANOVA).
Findings:The mean educational literacy score of teachers was 7.67. Their main weakness was limited familiarity with the philosophy and purposes of education within the Islamic intellectual framework(mean = 5.97),while their greatest strength was effective interaction with parents and school staff(mean = 8.30).Among parents, the mean score was 7.62. Their main weakness was providing opportunities for children to learn religious teachings(mean = 7.04), whereas their greatest strength was monitoring their children’s behavior(mean = 8.74).
Conclusion: Teacher education policies should extend beyond instructional competencies to strengthen educational literacy, particularly the philosophy and purposes of education. Likewise, family education policies should be redesigned to empower parents and foster effective home–school partnerships that promote students’ holistic development.
کلیدواژهها [English]
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