Identification and Ranking of Cognitive Errors in the Behavior and Performance of Teachers in Non-Governmental Schools in Urmia

Articles in Press

Document Type : Original Article

Authors

Department of Educational Sciences, Faculty of Human Sciences, Islamic Azad University, Urmia Branch. Iran

Abstract

Background and Objectives: This research aimed to identify and rank cognitive errors in the behavior and performance of teachers in non-governmental schools in Urmia regarding teaching practices. Methods: The research method was applied and utilized mixed methods (qualitative and quantitative) for data collection. In the qualitative phase, 13 psychologists and educational sciences experts from Urmia were selected based on theoretical saturation, while in the quantitative phase, 35 educational experts from Urmia's Department of Education were chosen using snowball sampling. Initially, semi-structured interviews identified cognitive errors in teachers' behavior and performance, which were then ranked using hierarchical analysis. After extracting cognitive errors, a questionnaire was designed to pairwise compare the main factors, using a five-point Likert scale (from very high = 5 to very low = 1) for scoring. The validity of the questionnaire was confirmed by experts, and its reliability was calculated using Cronbach's alpha coefficient, yielding 0.82. Findings: The hierarchical analysis questionnaire was distributed among 35 psychologists and educational sciences experts. The findings of this research indicated that cognitive errors in the behavior and performance of teachers in non-governmental schools encompassed 5 main concepts with 13 sub-themes and 80 open codes, including over-reliance on a teaching method, lack of accurate assessment of student understanding and progress, cognitive biases, halo effects, and official document errors. Conclusion: The findings of this research indicate that teachers' behavior and performance in non-governmental schools are influenced by five main concepts and 13 related sub-themes of cognitive errors, which include over-reliance on a teaching method, lack of accurate assessment of student understanding and progress, cognitive biases, halo effects, and official document errors.

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Journal of research in curriculum studies

Articles in Press, Accepted Manuscript
Available Online from 16 November 2024

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