Two quarterly journals of curriculum development
Examining the Characteristics of Effective Teachers in Terms of Curriculum Elements from the Perspective of Elementary School Principals in Urmia City
Document Type : Original Article
Authors
1 Master's degree in Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Tabriz
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz
3 Master of Arts in Curriculum Planning, University of Tabriz, Tabriz, Iran
Abstract
The purpose of the present study was to examine the characteristics of effective teachers in terms of curriculum elements from the perspective of elementary school principals in Urmia city. The present research is applied in terms of purpose and qualitative in terms of research approach, and of the descriptive phenomenology type. The participants of the study were all elementary school principals in Urmia city, numbering 63 in the academic year 1403–1404. For selecting participants, purposeful criterion-based sampling was used, and sampling continued until sufficiency and theoretical saturation were reached, achieving saturation with the 13th participant. The data collection tool was the semi-structured interview. Thematic analysis using the Colaizzi method was employed for data analysis. The research findings indicate that, from the perspective of school principals, the effective teacher—based on Akker’s curriculum model—was identified in the categories of rationale and logic (3 codes); educational objectives (3 codes); educational content (3 codes); teaching strategies (5 codes); teacher’s role (6 codes); materials and educational resources (5 codes); and instructional time (2 codes). Overall, it can be stated that an effective teacher is characterized by scientific mastery, strong communication skills, and the ability to create a positive learning environment. To enhance teachers’ effectiveness, attention must be given to continuous training, exchange of experiences, and provision of educational resources. These measures can contribute to improving the quality of teaching and learning in schools.
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