Female High School Teachers’ Opinion on Their Educational Role and the Extent to Which They Match the Expectations of the National Curriculum

Female High School Teachers’ Opinion on Their Educational Role and the Extent to Which They Match the Expectations of the National Curriculum A. Ziyaa’ee Mehr, Ph.D. M. Hallaaji, Ph.D. To survey the opinions of female high school teachers on their educational role, initially a single-question questionnaire was distributed among 80 of them who were randomly selected. Then based on the responses given, the final questionnaire was constructed and distributed among a sample of 239 such teachers selected through cluster sampling. Rotational factor analyses revealed that from teachers’ perspective four sets of roles can be identified: communicative, executive, motivational, and directive. Teachers in the study did not exhibit adequate knowledge of their educational roles. Furthermore, comparison of the demonstrated knowledge of the educational role to the expectations outlined in the national curriculum shows a great shortcoming in the areas of educational and creative roles, although in the other areas they matched. Key words: educational role, high school teachers, national curriculum, theoretical foundations of development