Presenting a Model of Educational Justice Development in Teachers of Townships of Tehran Province
Keywords:
Educational Justice, Teachers, Social Maturity, Critical Thinking, Social MissionAbstract
Purpose: Educational justice is one of the basic and fundamental principles in any educational system, including the education system. Therefore, the present study was conducted with the aime of presenting a model of educational justice development in teachers of townships of Tehran province.
Methodology: This study was applied in terms of purpose and descriptive from type of quantitative in terms of implementation method. The research population was the high school students, which 350 people of them were selected as samples using multi-stage cluster sampling method. The research tool was a researcher-made questionnaire of the educational justice development in teachers, which its face and content validity were confirmed by experts and its reliability was obtained by Cronbach's alpha coefficient of 0.86. The data of this research were analyzed using exploratory factor analysis and structural equation modeling methods in SPSS-26 and Smart PLS-2 software.
Findings: The results of this study showed that the educational justice development in teachers had 9 factors of social maturity, infrastructure, economic factor, personality traits, critical thinking, social mission, life priorities, credible moral resources, and self-awareness with a factor load higher than 0.40, and the reliability of each of them was obtained using the Cronbach's alpha coefficient and combined methods higher than 0.70. Also, the model of educational justice development in teachers had a good fit, and the factors of self-awareness, credible moral resources, infrastructure, economic factor, social maturity, critical thinking, social mission, personality traits, life priorities, and social harms were more important, respectively.
Conclusion: The results of this research have many practical implications for experts and officials in the education system, and they based on the results of this study can take effective steps towards improving educational justice through the identified factors.
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Copyright (c) 2025 Mehdi Parafkande Haghighi, Reza Sourani Yancheshmeh, Azita Jouybari (Author)
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