The effectiveness of lesson study training on the self-efficacy of primary school teachers

Document Type : Original Article

Authors

1 A teacher working in education in the 6th district of Tehran

2 Institute of Research and Development of Human Sciences

3 Education Research Institute

Abstract

Objective: This research was conducted to study the effectiveness of the lesson study method on the self-efficacy of primary school teachers.

Methodology: The research method was quasi-experimental and pre-test-post-test design with two experimental groups and a control group. The statistical population included sixth grade teachers of primary schools in Tehran and the sample size included 60 teachers who were randomly selected and replaced in the experimental (30 people) and control (30 people) groups. The data collection tool included the job self-efficacy questionnaire (Riggs and Knight-1994). In the pre-test stage, the dependent variable (job self-efficacy questionnaire) was conducted on both experimental and control groups. Then, the independent variable (lesson study training) was implemented on the experimental group during 12 sessions of 90 minutes, and the control group did not receive any training. Then, in the post-test stage, the dependent variable (job self-efficacy questionnaire) was administered again for both groups (experiment and control). The validity of the questionnaire was checked and confirmed by experts. The total reliability of the job self-efficacy questionnaire according to Cronbach's alpha coefficient was 0.86 and the reliability coefficient of its sub-scales including individual self-efficacy beliefs was 0.86, individual outcome expectations were 0.88, collective efficacy beliefs were 0.88 and collective outcome expectations were 0.85. In order to analyze the data, descriptive statistics and inferential statistics (analysis of covariance test) were used in SPSS software version 22.

Findings: The analysis of covariance test showed that there is a significant difference in the pre-test scores of teachers' self-efficacy between the effect of the two experimental groups (lesson study training ) and the control group (P=0.000 and F=28.678), which means that the self-efficacy score in teachers who They have received the lesson study training, it has improved more.

Conclusion: Since lesson study training has an effect on teachers' self-efficacy, it is recommended to pay attention to lesson study training to grow and strengthen teachers' self-efficacy.

Key words:lesson study training, self-efficacy, collective efficacy beliefs, individual self-efficacy beliefs, primary school teachers.

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