Research code: 23014026
Abstract: (648 Views)
Introduction: With the rapid technological advancements and changes in work environments, organizations have also focused on evaluating the effectiveness of blended in-service training courses. In this regard, the aim of the present research was to evaluate the effectiveness of blended learning courses for school principals in the city of Rezvanshahr.
Methods: The research method was a descriptive cross-sectional survey. The statistical population of the research included all school principals in the city of Rezvanshahr during the academic year 2023-2024, totaling 142 individuals, of which 102 were selected using simple random sampling. Data collection was done using a researcher-made questionnaire. Data analysis was done using SPSS version 26 and descriptive statistics and inferential statistical tests (one-group T-test) at a significance level of 0.99.
Results: The findings indicate differences among the sample members regarding gender status, type of schools, average age, educational status, years of service, and managerial experience. The results show that blended in-service training courses have significant effectiveness with a significance level of P<0.05 in all six aspects of exploration and clarification (9.439), selection and content production (6.785), evaluation and feedback (5.608), organization and management (3.924), analysis and synthesis (4.921), and collaboration and communication (5.507).
Conclusion: The evaluation of the effectiveness of blended in-service training courses for school principals has shown that these courses are effective in advancing the professional development of managers. As technological advances continue to shape educational environments, evaluation of blended learning approaches are likely to remain essential components of in-service education programs for school managers.
Methods: The research method was a descriptive cross-sectional survey. The statistical population of the research included all school principals in the city of Rezvanshahr during the academic year 2023-2024, totaling 142 individuals, of which 102 were selected using simple random sampling. Data collection was done using a researcher-made questionnaire. Data analysis was done using SPSS version 26 and descriptive statistics and inferential statistical tests (one-group T-test) at a significance level of 0.99.
Results: The findings indicate differences among the sample members regarding gender status, type of schools, average age, educational status, years of service, and managerial experience. The results show that blended in-service training courses have significant effectiveness with a significance level of P<0.05 in all six aspects of exploration and clarification (9.439), selection and content production (6.785), evaluation and feedback (5.608), organization and management (3.924), analysis and synthesis (4.921), and collaboration and communication (5.507).
Conclusion: The evaluation of the effectiveness of blended in-service training courses for school principals has shown that these courses are effective in advancing the professional development of managers. As technological advances continue to shape educational environments, evaluation of blended learning approaches are likely to remain essential components of in-service education programs for school managers.
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