Document Type : Original Article
Authors
1 MA. curridculum planning, Department of Education Sciences, Payame Noor university, Tehran Iran. Teacher
2 Assistant professor,Department of Education Sciences, Payame Noor university, Tehran Iran
Abstract
Background and aim: The present study aimed to investigate the structural model of teachers' meta-learning on the quality of students' learning with the mediating role of creative thinking and teachers' classroom management skills.
Data and method: The research method was descriptive-correlation, and the population consisted of secondary school teachers in District 3 of Shiraz. Using Morgan’s table, 202 Participants were selected by simple random sampling. In order to collect data, Lifelong Learning Questionnaire by Kouchaki (2012) from questions 11 to 18, Newman's Learning Quality (1990) with 10 questions, Welch Day's Creative Thinking Skill Assessment (2002) with 20 questions, and Amin Yazdi and Ali's Classroom Management Style (2008) with 25 questions were used. Data were analyzed by Pearson, Bootstrap, t-tests and structural equations in SPSS22 and Liseral.
Findings: The findings showed that teachers' meta-learning has a significant effect on the quality of students' learning, both directly and indirectly, with the mediating role of creative thinking and classroom management skills. The model fit values and Rmsea=0.05 indicate the high model adquacy.
Conclusion: From the findings, it can be concluded that teachers' meta-learning has an effect on the development of the quality of the educational process and will increase the improvement of the quality of students' learning. Of course, in the meantime, the role of mediating components such as teachers' creative thinking and classroom management skills should not be ignored because it will increase the effectiveness of meta-learning and pave the way for students' progress.
Keywords
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