Volume 11, Issue 4 (Winer 2024)
DSME 2024, 11(4): 377-392 |
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Research code: 23014026
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Yari M, shams G, abasi kasani H. The Effectiveness of Blended In-Service Training Courses for School Principals in the Rezvanshahr City based on the BELZ Blended Evaluation Framework. DSME 2024; 11 (4) :377-392
URL: http://dsme.hums.ac.ir/article-1-479-en.html
URL: http://dsme.hums.ac.ir/article-1-479-en.html
Master of Educational Sciences, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.
Abstract: (741 Views)
Introduction: Given the rapid advancements in technology and the evolving nature of work environments, organizations have increasingly turned to blended learning approaches to enhance the effectiveness of in-service training programs. This study aims to evaluate the effectiveness of blended learning courses for school principals in the city of Rezvanshahr.
Methods: This research employed a descriptive cross-sectional survey design. The target population comprised all school principals in the city of Rezvanshahr during the 2023-2024 academic year, totaling 142 individuals. A simple random sampling technique was used to select a sample of 102 principals. Data were collected using a researcher-made questionnaire. Data analysis was conducted using SPSS version 26, involving descriptive statistics and one-sample t-tests at a significance level of 0.01.
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 blended in-service training courses for school principals has demonstrated their effectiveness in enhancing professional development. As technology continues to evolve and transform educational landscapes, the assessment of blended learning approaches will remain crucial in optimizing in-service training programs for school leaders.
Methods: This research employed a descriptive cross-sectional survey design. The target population comprised all school principals in the city of Rezvanshahr during the 2023-2024 academic year, totaling 142 individuals. A simple random sampling technique was used to select a sample of 102 principals. Data were collected using a researcher-made questionnaire. Data analysis was conducted using SPSS version 26, involving descriptive statistics and one-sample t-tests at a significance level of 0.01.
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 blended in-service training courses for school principals has demonstrated their effectiveness in enhancing professional development. As technology continues to evolve and transform educational landscapes, the assessment of blended learning approaches will remain crucial in optimizing in-service training programs for school leaders.
Type of Study: Orginal |
Subject:
Special
Received: 2024/09/16 | Accepted: 2024/11/13 | Published: 2025/03/18
Received: 2024/09/16 | Accepted: 2024/11/13 | Published: 2025/03/18
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