Educational need assessment of the staffs in the area of education at the University of Tarbyat Modarres
Tahereh Hoseini1,*, Mohamad Ehsan Taghizadeh2, Mohamad Reza Sarmadi3
1MA, Department of Educational Sciences (Curriculum), Payame Noor University, PO BOX 19395 - 3697, Tehran, IRAN
2Assistant Professor, Department of psychology, Payame Noor University, PO BOX 19395 - 3697, Tehran, IRAN
3Associate Professor, Department of psychology, Payame Noor University, PO BOX 19395 - 3697, Tehran, IRAN E-mail address: Hd.firstname.lastname@example.org
The fundamental goal of this article was to identify and prioritize educational need assessment of the University of Tarbyat Modarres' staffs. The research methodology was in form of field and library studies and the type of research fell under the survey and descriptive category.
The research universe included educational staffs of 7 faculties and educational deputyship of the University. The members of the statistical sample population amounted to 120 people where the questionnaire was distributed and collected among 85 people of whom in form of sample available.
The research tool was a researcher made questionnaire with a Cronbach's alpha of %86 along with 36 items which was used on the 4 value Lickert scale.
The statistical method applied in this research included descriptive and inferential statistics where in the descriptive statistics, tables and graphs of frequency and percentages were used while in the inferential statistics, variance analysis and the student t test were utilized in order to prioritize staff's educational needs.
Research findings based on 6 research questions could be inferred to say that the Educational need assessment of the staffs had had a medium impact in fulfillment of the University's educational goals (t value: -1/423).
Priority of staff's educational needs in the area of education was respectively as follows: managerial courses (knowledge, time and development and …); professional ethics courses and human relations; IT skills and Foreign languages courses (t value:-1/423). Considering results we can state the educational need assessment had left a medium effect on increasing of professional efficiency and ability of the staffs (t value: 0/296).
Experts also maintain that educational need assessment does not conform to the educational level (t value:-3/96) and their organizational positions (t value:8/637) and in the end, educational courses were not either designed or implemented based on staff's educational needs (t value: -6/463). No significant relationship was either found between job records a d organizational positions and the experts' response to none of the research questions.