The relationship between teacher's information literacy and teaching quality and problem solving skills of elementary school teachers in district 12 of Tehran

Subject Areas : curriculum

Zeinab sadat Mokabberi ¹ (MA in Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
amir hossein mohammad davoudi ² (Associate Professor, Department of Educational Administration, Saveh Branch, Islamic Azad University, Saveh, Iran. (corresponding author))
Maryam Safarnavadeh ³ (Associate Professor, Ministry of Health Medicine and Medical Education, Tehran, Iran.)

Received: 2022-10-18 Accepted : 2022-10-18 Published : 2022-09-23

Keywords: information literacy, teaching quality, problem-solving skills,

Abstract :

The purpose of this study was to investigate the relationship between teacher's informational literacy and teaching quality and problem-solving skills of elementary teachers in district 12 of Tehran. The research methodology is applied in terms of purpose and in terms of data collection and methodology, it follows field and descriptive methods and correlation. The statistical population included all primary school teachers in district 12 of Tehran totaling to 604 individuals. According to Morgan’s Table, 234 of them were selected using stratified random sampling technique. The research instrument included three standard questionnaires of information literacy (Yazdani, 2012), Seraj teaching quality questionnaire (2003) and Hepner and Petersen problem solving skills questionnaire (1982). The formal and content validity of the questionnaires was confirmed by the university professors and their reliability indexes were 0.94, 86.55 and 0.86, respectively. SPSS-22 and Lisrel software programs were used for data analysis and the data were analyzed according to descriptive indices (mean and standard deviation) and inferential indices (Pearson correlation coefficient, regression analysis and path analysis). The results of this study show that there is a correlation between the three variables which is positive, moderate, and significant; this means that by increasing the amount of teachers' information literacy, their teaching quality and problem solving skills improve.