Needs Analysis Survey of Hearing Impaired Students’ Teachers in Elementary Schools for Designing Curriculum Plans and Improving Human Resources
This paper intends to study needs analysis of hearing-impaired students’ teachers in elementary schools all over Iran. The subjects of this study were 275 teachers who were teaching hearing-impaired students in elementary schools. The participants were selected by a quota sampling method. To collect the data, questionnaires of training needs consisting of 41 knowledge items and 31 performance items were used. The collected data were analyzed by using SPSS software in the form of descriptive analyses (frequency and mean) and inferential analyses (one sample t-test, paired t-test, independent t-test, and Pearson correlation coefficient). The findings of the study indicated that teachers generally have considerable needs in knowledge and performance domains. In 32 items out of the total 41 knowledge domain items and in the 27 items out of the total 31 performance domain items, the teachers had considerable needs. From the quantitative point of view, the needs of the performance domain were more than those of the knowledge domain, so they have to be considered as the first priority in training these teachers. There was no difference between the level of the needs of male and female teachers. There was a significant difference between the knowledge and performance domain needs and the teachers’ teaching experience, 0.354 and 0.322 respectively. The teachers who had been trained in working with hearing-impaired students expressed more training needs (both knowledge and performance).
[1] M. Valizadeh, S. Hassanzadeh, and A. Behpazhoh, “Identifying the educational needs of preschool teacher of children with hearing impairment (dissertation)”, Available from Dissertations and Theses database of University of Tehran, 2015.
[2] M. Mirzabeik, and H. Farahmandkhah, “Assessment of educational needs related to professional development of the instructors at I.R.I.B college”, Journal of Management and Planning in Educational Systems, vol 2(1) 55-75, 2009.
[3] R. Kaufman, “Strategic planning in education”, Technomic publication, 1991.
[4] K. Fathi Vajargah, “In-service Education planning”, Tehran: Samt, 2011.
[5] A. Delavar, “Theoretical and practical foundations of research in the humanities and social sciences”, Tehran: Roshd, 2016.
[6] L. Zolghadr, “Investigating the educational needs of high school chemistry teachers in Qazvin in terms of teaching methods and techniques (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2004.
[7] K. Parhoon, M. Bodaqi, G. Movalleli, S. Hasanzadeh and Kourosh Amrai, “Needs assessment of regular and itinerant teachers of children with hearing impairment (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2012.
[8] A. Majdodin, M. Nili, and H. Veisi, “An assessment of the training needs of women primary teachers of environment in the 17th district of the city of Tehran”, Environmental Sciences, vol 9(4), 81, 2012.
[9] A. Owrangi, A. Gholtash, N. Shahhamat, and G. Yoselyani, “An investigation into the impact of in-service training on the professional performance of teachers of Shiraz”, Quarterly Journal of New Approaches in Educational Administration, 2(1), 95-114, 2011.
[10] Z. Saadatmand, and A. Sinaeifar, “Need assessment of in-service training courses for Persian literature teachers from the perspectives of principals, experts & teachers in guidance schools of izeh city in 1387-88”, Journal of educational leadership & administration, vol 2 (8), 107–124, 2009.
[11] M. Bakhtiary, and M. Gholamreza Ahmadi, “The effectiveness of in-service training on information technology and esfahan high school teacher's inter-relations”, Curriculum Planning, vol 4(13), 123, 2007.
[12] Z. Kazemi Asfeh, “Investigating the educational needs of primary school female teachers in in-service training courses in Isfahan (dissertation)”, Available from Dissertations and Theses database of Khorasegan University, 2007.
[13] H. Mohammadi Chamardani, “Educational needs assessment of high school teachers in Bandar Abbas from the perspective of teachers and administrators (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2006.
[14] S. Bashi, “Educational needs assessment of educational staff of universities and higher education centers in Tehran (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2014.
[15] M. Meerzaamohamadee, and M. Ghaazeezaadeh, “An opinion survey on teacher's reasons for attending in-service training courses”, Quarterly Journal of New Thoughts on Education, vol 4(1), 193, 2009.
[16] A. Aysegul, and G. Bilge, “Determining in-service training programs’ characteristics given to teachers by conjoint analysis”, Procedia-Social and behavioral sciences, vol 1;2(2), 1709-14, 2010.
[17] D. Boyd, and D. Goldhaber, “Traditional and alternatively certified novice effectiveness in AISD”, Educator Quality Research Series, vol 5(2) 12, 13-19, 2010.
[18] P. Corol, and F. Demands, “Continuous quality improvement: integration best practice in to teacher education”, the Journal of Educational Management, 2007.
[1] M. Valizadeh, S. Hassanzadeh, and A. Behpazhoh, “Identifying the educational needs of preschool teacher of children with hearing impairment (dissertation)”, Available from Dissertations and Theses database of University of Tehran, 2015.
[2] M. Mirzabeik, and H. Farahmandkhah, “Assessment of educational needs related to professional development of the instructors at I.R.I.B college”, Journal of Management and Planning in Educational Systems, vol 2(1) 55-75, 2009.
[3] R. Kaufman, “Strategic planning in education”, Technomic publication, 1991.
[4] K. Fathi Vajargah, “In-service Education planning”, Tehran: Samt, 2011.
[5] A. Delavar, “Theoretical and practical foundations of research in the humanities and social sciences”, Tehran: Roshd, 2016.
[6] L. Zolghadr, “Investigating the educational needs of high school chemistry teachers in Qazvin in terms of teaching methods and techniques (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2004.
[7] K. Parhoon, M. Bodaqi, G. Movalleli, S. Hasanzadeh and Kourosh Amrai, “Needs assessment of regular and itinerant teachers of children with hearing impairment (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2012.
[8] A. Majdodin, M. Nili, and H. Veisi, “An assessment of the training needs of women primary teachers of environment in the 17th district of the city of Tehran”, Environmental Sciences, vol 9(4), 81, 2012.
[9] A. Owrangi, A. Gholtash, N. Shahhamat, and G. Yoselyani, “An investigation into the impact of in-service training on the professional performance of teachers of Shiraz”, Quarterly Journal of New Approaches in Educational Administration, 2(1), 95-114, 2011.
[10] Z. Saadatmand, and A. Sinaeifar, “Need assessment of in-service training courses for Persian literature teachers from the perspectives of principals, experts & teachers in guidance schools of izeh city in 1387-88”, Journal of educational leadership & administration, vol 2 (8), 107–124, 2009.
[11] M. Bakhtiary, and M. Gholamreza Ahmadi, “The effectiveness of in-service training on information technology and esfahan high school teacher's inter-relations”, Curriculum Planning, vol 4(13), 123, 2007.
[12] Z. Kazemi Asfeh, “Investigating the educational needs of primary school female teachers in in-service training courses in Isfahan (dissertation)”, Available from Dissertations and Theses database of Khorasegan University, 2007.
[13] H. Mohammadi Chamardani, “Educational needs assessment of high school teachers in Bandar Abbas from the perspective of teachers and administrators (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2006.
[14] S. Bashi, “Educational needs assessment of educational staff of universities and higher education centers in Tehran (dissertation)”, Available from Dissertations and Theses database of Shahid Beheshti University, 2014.
[15] M. Meerzaamohamadee, and M. Ghaazeezaadeh, “An opinion survey on teacher's reasons for attending in-service training courses”, Quarterly Journal of New Thoughts on Education, vol 4(1), 193, 2009.
[16] A. Aysegul, and G. Bilge, “Determining in-service training programs’ characteristics given to teachers by conjoint analysis”, Procedia-Social and behavioral sciences, vol 1;2(2), 1709-14, 2010.
[17] D. Boyd, and D. Goldhaber, “Traditional and alternatively certified novice effectiveness in AISD”, Educator Quality Research Series, vol 5(2) 12, 13-19, 2010.
[18] P. Corol, and F. Demands, “Continuous quality improvement: integration best practice in to teacher education”, the Journal of Educational Management, 2007.
@article{"International Journal of Business, Human and Social Sciences:79964", author = "F. Rashno Seydari and M. Nikafrooz", title = "Needs Analysis Survey of Hearing Impaired Students’ Teachers in Elementary Schools for Designing Curriculum Plans and Improving Human Resources", abstract = "This paper intends to study needs analysis of hearing-impaired students’ teachers in elementary schools all over Iran. The subjects of this study were 275 teachers who were teaching hearing-impaired students in elementary schools. The participants were selected by a quota sampling method. To collect the data, questionnaires of training needs consisting of 41 knowledge items and 31 performance items were used. The collected data were analyzed by using SPSS software in the form of descriptive analyses (frequency and mean) and inferential analyses (one sample t-test, paired t-test, independent t-test, and Pearson correlation coefficient). The findings of the study indicated that teachers generally have considerable needs in knowledge and performance domains. In 32 items out of the total 41 knowledge domain items and in the 27 items out of the total 31 performance domain items, the teachers had considerable needs. From the quantitative point of view, the needs of the performance domain were more than those of the knowledge domain, so they have to be considered as the first priority in training these teachers. There was no difference between the level of the needs of male and female teachers. There was a significant difference between the knowledge and performance domain needs and the teachers’ teaching experience, 0.354 and 0.322 respectively. The teachers who had been trained in working with hearing-impaired students expressed more training needs (both knowledge and performance).
", keywords = "Needs analysis, hearing impaired students, hearing impaired students’ teachers, knowledge domain, performance domain. ", volume = "14", number = "11", pages = "1126-7", }
