Investigating the Relationship Between Teachers' Perceptions of Educational Strategies with Ability Development and Academic Alienation of Students

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Assistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran

3 Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

4 MA in Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran

Abstract

Objective: Education systems around the world are seeking to achieve positive and motivating variables in order to benefit from identifying students' capabilities in order to influence the dissemination and production of knowledge, enhance ability, or increase goodness in the world, and as a result, students can find greater meaning for their education in the world. The aim of the present study was to examine the relationship between teachers' perceptions of educational strategies and ability development and academic alienation of students
Method: The present research method is descriptive of correlation type. The statistical population of the present research was female students of the second high school in Ardabil city, which was equal to 7750 people. Morgan's table was used to determine the sample size, and the sample size was 367 people, who were selected using cluster random sampling. To measure the variables, the questionnaire of teachers' educational strategies by Azimpour (2014), the questionnaire of ability development by Lefrançois & et al (1997) and the questionnaire of academic alienation by Dillon & Grout (1976) were used. The data were analyzed using SPSS-26 software and regression coefficient.
Results: The research findings showed that there is a significant positive relationship between the perception of teachers' educational strategies and the development of students' abilities. So that student-centeredness (0.21), group-based education (0.17), creating focus and motivation (0.16), providing an optimal environment (0.22), and preparation (0.20) predict changes in students' ability development. Teachers' educational strategies also have a negative and significant effect on students' academic alienation, and student-centeredness (-0.12), group-based education (-0.14), providing an optimal environment (-0.13), and preparation (-0.18) predict changes in students' academic alienation.
Conclusion: Based on the findings of the present study, it can be concluded that teachers' educational strategies can help students' abilities flourish, and students will be more motivated due to the teacher's efforts for better education, correct learning, and at the same time higher educational quality.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 4, Issue 2 - Serial Number 14
September 2025
Pages 152-164

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History

  • Receive Date: 15 February 2025
  • Revise Date: 26 February 2025
  • Accept Date: 01 March 2025
  • First Publish Date: 22 June 2025
  • Publish Date: 22 June 2025

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