The Pathology of In-service Training Courses of Dezful's Elementary Schools Teachers Based on the CIPP Model

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1 International Journal On New Trends In Education And Literature Vol 1, No 7, March The Pathology of In-service Training Courses of Dezful's Elementary Efat zaresenjary 1, naser seraj khorami 2 1 Department of Educational Planning, Dezful Branch, Islamic Azad University, Dezful, Iran. 2 Department of psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. Abstract This research aimed to find the defects in in-service training courses for elementary schools' teachers in Dezful city based on the CIPP model. Thus, general conditions of holding these courses in terms of context were examined based on this model. In terms of methodology, this was a descriptive-survey research. The statistical population of this research included all teachers of elementary schools in Dezful city (1293) out of which, 295 were determined as the sample based on Morgan table using cluster sampling method. The data were evaluated using a researcher-made questionnaire based on Likert scale, which consisted of 15 closed-ended questions in regard to context. In order to determine the validity of the questionnaire, Spearman's rank correlation coefficient was used. Moreover, in order to determine the validity of the relationship between subscales and the total score of the questionnaire, Pearson's correlation was drawn upon. And to determine the reliability, Cronbach's alpha coefficient method was used. The data were analyzed using descriptive statistics (frequency, mean, standard deviation) and inferential statistics (Friedman rank test and chi-square goodness of fit test). According to the results of this research and given the statistical analyses, one can state with 99% confidence that from Dezful's elementary schools teachers' perspective, the dimension of context has a low quality in relation to Dezful's elementary schools teachers' inservice training courses, suggesting the considerable defects in this dimension. Keywords: In-service Training Courses, Schools Teachers, CIPP Model. Introduction Training is always regarded as a reliable way in order to enhance the quality of performance and to solve management problems, the lack of which is also a basic and serious issue in any organization. Therefore, in order to equip, improve, and use the human resources of an organization more effectively, training is undoubtedly one of the most important and effective measures and factors in improving organizational affairs. Given the importance of identifying the weaknesses in training government employees and that the only way to identify the weaknesses in these courses is to evaluate them, using evaluation models can be helpful. One of the most comprehensive models of evaluation is the CIPP model which examines the defects

2 31 in government employees' education system in terms of context, input, process and product. The defects in the education system of government employees prove that although a lot of efforts have been made to implement apparently successful in-service training courses, and given that enormous amounts of money and time are spent on these courses, and that the learners are motivated enough to participate in these courses, low quality in terms of input and product has shown that the education system of the employees in Iran does not receive appropriate inputs so as to give appropriate products to the society, showing the importance of identifying the defects in the employees' education system. Most of the existing models evaluate the skills and individual competencies and do not deal with overcoming the weaknesses and providing the appropriate conditions for improving the performance of the employees. Most of these models are retrospective and cannot build scenarios for the future (Mayston, 2007). The existence of an effective evaluation system which is, given the variety in management, structure and human resources, able to assess the plans based on knowledge-related needs accurately is of high importance. The CIPP evaluation model can provide a comprehensive framework for the evaluation of educational centers' performance and offer accurate and reliable information upon which educational managers can make strategic decisions (Hadavand & Rahimi, 2014). Thus, this research tries to find the defects in in-service training courses for elementary schools' teachers in Dezful city based on the CIPP model in school year. Methodology In terms of objective, this is an applied research and it has used evaluation for data collection, the instrument of which is a researcher-made questionnaire concerning the employees trained in in-service training courses in the past year. The pathology of in-service training courses for elementary schools teachers in Dezful city has been done based on the CIPP model. This model consists of four elements; 1- context, 2- input, 3- process, and 4- product. This research has examined the dimension of context with 15 research questions. The statistical population of this research includes all male and female teachers of elementary schools in Dezful city, who have participated in the in-service training courses held in the past year. They were 1293 subjects; 940 women and 353 men. Out of all, 295 were determined as the sample based on Morgan table and given that education in this city is limited to one region, in order to avoid any bias and to use the opinions of all participants in the course equally, the sample size was selected out of all schools across the city (north, south, center, east and west) given the population size (male and female teachers residing in the city and villages) and the questionnaire was administered in person and after completion, it was collected. For the questions related to the quality of context in regard to the questionnaire, 15 questions were considered.

3 32 Table 1: Percentage and frequency of respondents to the dimension of context in in-service-training courses of Dezful's elementary schools teachers from teacher's viewpoint Number Questions Index Strongly disagree disagree Scale Neither agree nor disagree 1 The effect of excessive changes in management on low effusiveness of Frequency training programs Percentage Regarding education as a tool to enhance employees Frequency Percentage Weak needs assessment of teachers' in-service training planning Frequency Percentage Lack of a positive attitude to education from senior management' point Frequency of view Percentage Considering teacher' interests and needs in in-service training programs Frequency Percentage Inappropriate regulations in how wages are paid in return for Frequency participation in the courses Percentage Monopolization of some courses in Public Administration Training Frequency Centre Percentage Poor employee motivation for participating in in-service training courses Frequency Percentage Employees' excessive orientation toward training courses leading to Frequency academic degrees and/or equivalent degrees for employment Percentage ambiguous position of research in in-service training system Frequency Percentage lack of agreement between educations and local and national demands Frequency Percentage lack of coordination between different kinds of in-service trainings Frequency Percentage in-service trainings inconsistency Frequency Percentage Lack of observance of age levels in courses Frequency Percentage High number of courses Frequency Percentage agree Strongly agree Mean Standard deviation Ranking

4 33 As the table above shows, question 15 (number of courses) and question 4 (Lack of a positive attitude to education from senior management' point of view) have the highest and lowest mean by 2.94 and 1.87 among the questions from teachers' point of view respectively. The examination of teachers' response mean indicates that the contexts of in-service training courses are not appropriate since from teachers' perspective, question 4 with the mean score of 1.87 shows that senior management does not have a positive attitude toward education and on other hand, question 15 with the mean score of 2.94 reveals that from teachers' perspective too many annual in-service training coursesare held. Moreover, question 11 (1.98) shows that inservice training courses trainings do not agree with local and national demands. In addition, question 9 (2.34) shows the large number of employees' interest in gaining equivalent degrees for employment. Research Question Doeselementary schools teachers' in-service training courses in Dezful city enjoy a desirable quality in terms of context? Table 2: chi-square goodness of fit test and observed and expected frequencies Observed frequency Expected frequency Remaining Chi-squared test Degrees of freedom Significance level From teacher's viewpoint Low Average High total ** As the table above indicates, the value of chi-squared test is equal to and 2 in regard to degrees of freedom. Its significance level is equal to which is below the error level of So there is a significant difference between the observed frequency and observed on. Thus, the test is significant. Since the chi-squared test is influenced by the highest frequency (lowest by 196), it can be concluded with 99% confidence that from Dezful's elementary schools teachers' perspective, the dimension of context has a low quality in relation to Dezful's elementary schools teachers' in-service training courses, suggesting the considerable defects in this dimension.

5 Low Average High 66.4 Figure 1: Percentage of quality in relation to context in Dezful's elementary schools teachers' in-service training coursesfrom teachers' perspective Conclusion Given what was discussed earlier, it can be concluded that low quality of context shows that inservice training system of elementary school teachers in Dezful city does not receive appropriate inputs to give appropriate products to the society and this shows the importance of finding defects in these courses. Thus, the managers of organizations, those in charge of educational institutions, in-service training coursesteachers, those in charge of holding classes and all of those involved in in-service training courses should take a positive step together towards enhancing the quality of these courses and as a result educating skilled manpower in governmental sector. Explaining the Question Explaining the first question: Does elementary schools teachers' in-service training courses in Dezful city enjoy a desirable quality in terms of context? The results show that from Dezful's elementary school teachers' perspective, context in elementary schools teachers' in-service training courses in Dezful cityhas a low quality, showing considerable defects in this dimension. Given that the dimension of context in evaluation includes the determination of some issues and needs which occur in a specific situation and that recognizing these issues will improve the program, the most important factors in learners' dissatisfaction with the quality of context in in-

6 35 service training courses are lack of senior management's positive attitude toward education. However, based on theoretical foundations and research findings, there are also some defects in the dimension of context, the most important of which are weak needs assessment of teachers' in-service training planning, poor employee motivation for participating in in-service training courses, employees' excessive orientation toward training courses leading to academic degrees and/or equivalent degrees for employment. The results of earlier studies including Soltani (2004), Kazemi and Hamrahi (2009), Ismaili (2006), Peydaie (2009), Safari (1996), Cherlir (2009), Parviz (2009) and Williams (2001) are consistent with the results of the current research. These resultscan be explained within the framework of the conservation of resources theory. General Conclusion Given what was discussed earlier, it can be concluded that low quality of context, process, input and product shows that in-service training system of elementary school teachers in Dezful city does not receive appropriate inputs to give appropriate products to the society and this shows the importance of finding defects in these courses. Thus, the managers of organizations, those in charge of educational institutions, in-service training courses teachers, those in charge of holding classes and all of those involved in in-service training courses should take a positive step together towards enhancing the quality of these courses and as a result educating skilled manpower in governmental sector.

7 36 References [1] Agrawel, S., (2008), Competency Based CIPP Model, An Integrative perspective, Indian Journal of Industrial Relation, vol8, no3, p.p, [2] Cherlir, anyname(2009), Instruction development, wads worth publishing compony. [3] Hadavand, S., Rahimi, R., (2014), Validation evaluation CIPP model in performance training centers, Case study national petrochimical companiey of Iran. [4] Ismaili, B., (2006), Patholoy IN-service training employee oranizations in Iran, Magazine management development, P47. [5] Kazemi, m., Hamrahi, M., (2009), Patholoy In-service training course on the basis of CIPP, case study province Fars, Research manaer. [6] Mayston, d., (2007), Performance Management in the Education sector, Journal of Team performance Management vol.12. [7] Nouri, F., (2010), Patholoy Training in organizations, Tehran, Partrait of knowledge. [8] Soltani, A., (2004), Interactions needs assessment and effectiviness of teaching in learner organizations. [9] Turkti, K., (2009), Performance Appraisal and the compenstation of Academice staff in the University of Tartu, Baltic Journal of Management, vol, 3, no 1, pp,

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