Volume 1, Issue 21 (3-2007)                   TLR 2007, 1(21): 43-54 | Back to browse issues page

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Rahnama A, Tabatabaei F, Elleein H. Religious Education Pathology from Secondary School Principals’ Point of View. TLR. 2007; 1 (21) :43-54
URL: http://tlr.shahed.ac.ir/article-1-135-en.html
Abstract:   (19545 Views)
This Research aimed to identify problematic factors in religious education of middle school students from principals' point of view in the city of Tehran. Statistical population consisted of 850 principals of middle schools in 19 districts of Tehran who were employed by one of these schools in academic year of 2003-4. Among them 230 principals were selected through a multi stage cluster sampling as a statistical sample. The research method was descriptive – analytical and in order to test research hypothesis, a researcher – made questionnaire was used. The reliability of questionnaire was assessed by the questions and its validity was assessed through the split method and finally by the use of Spearman – Brown formula for internal contingency. It was 0.37 and 0.77, respectively. The research results showed: 1. The content of religious textbook was among the problematic factors in religious education of these students. 2. Existence or non- existence of some characteristics in religious and educational teachers can be of problematic factors for religious education of the said students. 3. School environment and some other institutional factors can play a role in this field. 4. Family and society are two effective factors in religious education and their negative attitude towards religious education is of problematic factors.
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Comment sent by m.sharifi92@yahoo.com on 2011/05/10
با سلام و احترام
مقاله بالا با عنوان آسیب شناسی ترییت دینی دانش آموزان از دیدگاه مدیران مدارس راهنمایی شهر تهران، دارای فونت ناهماهنگی است . به گونه ای که پس از دانلود، مقاله ناخوانا است. در صورت امکان، ممنون م شوم مقاله را با فونت دیگری به میلم ارسال نمایید. یا نحوه دانلود آن را با فونتی که قابل خواندن باشد، بیان کنید.
با تشکر و سپاس فراوان

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