The necessity of designing a curriculum to empower teachers in multi-grade classes

Abstract

Objective:The aim of this study was to develop an empowering curriculum for teachers in multi-grade classes within Golestan province.

Methods: To achieve this, qualitative data were initially collected and analyzed to identify key elements for the empowerment curriculum. Subsequently, a quantitative stage involved preparing a questionnaire based on the qualitative findings and analyzing the resulting quantitative data.

Results: The results revealed that the necessity of designing an empowerment model for multi-grade teachers encompassed 21 concepts, 9 sub-categories, and 2 main categories. The structural model fitting demonstrated a standard coefficient of 0.770, with a t-statistic exceeding the critical value of 1.96, confirming statistical significance. This indicates a substantial impact. Overall, the empowerment program for multi-grade teachers, as explored in this research, is highly effective according to both experts and teachers working in this field.

Conclusion: Multi-level classes, despite their benefits such as promoting social growth, environmental compatibility, emotional expression, cooperative spirit, and student behavioral maturity, also result in challenges. These challenges include time constraints, insufficient educational resources, weak scientific foundations, and heavy workloads for teachers within an inadequate educational environment.