A Comparison of Different Teacher Education/ Recruitment Procedures: A Case of Teachers, Educational Group leaders and Principals Attitudes with Regard to the Efficacy of Different Teacher Education/ Recruitment Approaches

Teacher education and teacher recruitment approaches are very important policy issues in the world. Iran and ELT have not been an exception in this regard. During the past decades, governmental colleges, teacher training centers, teacher education universities have been responsible for public teacher education. After the Islamic revolution, the major parliament legislation which governs always the majority of administration procedure for teacher education and teacher recruitment is called “Ghanoon Motahedin Amuzesh va Parvaresh”.To investigate the issue, ۱۰۰ teachers, ۳۷ educational group leaders and ۵۲ principals were selected through a convenience sampling. Each group was given an adopted, localized and validated questionnaire of ۱۴, ۴۳ and ۱۱ items, respectively. An exploratory factor analysis and Kruskal-Wallis test were used to analyze the data. The result of the sign test showed that for teacher questionnaire in all items, all the teachers irrespective of their employment types rated themselves significantly higher than the theoretical median. As to the main research question, the application of Kruskal-Wallis ended up with a significant difference in at least one group. The Kruskal-Wallis test of the school educational group showed that according to the obtained significance level (۰.۲۰۴), the null hypothesis of the test - the mean scores obtained for the ۴۳ items of this research are not significantly differences in the four employment groups - is not rejected. In other words, at the ۹۵% confidence level, there is no significant difference between the mean scores in the four employment groups, and the difference observed in the scores is a random difference. Also, the results of the Kruskal Wallis test showed that according to the significance level obtained (۰.۵۸), the null hypothesis of the test - the mean scores obtained for the new variable created in this section (averaging the ۱۱ items of this research) in four groups is equal - not rejected. In other words, the hypothesis proposed in this section is confirmed.The result and the pedagogical implications are discussed from different aspects. It will also be discussed in terms of expenditure and the relative efficacy of each recruitment procedures in terms of the cost-effectiveness in relation to the variables of this study.

Keywords:

Attitudes , Educational Group Leaders , Farhangian University , principals , Teacher-education.