Teachers' Experiences and Perceptions about the Responsibility of Female high School Students in Tabriz

Abstract

Background and Aim: One of the most important concerns of the educational system is the training of responsible people, which is very important for the future and life of students. Students' responsibility is one of the significant and serious issues that exist in the curriculum of all educational systems in different forms. Based on this, the main goal of this research was to represent the experiences and perceptions of teachers regarding the responsibility of female students of the first year of secondary school in Tabriz city. Methods: The approach of the present study is a qualitative interpretive phenomenology. The statistical population of the study was teachers in the city of Tabriz, using a purposive sampling method, 18 people; They formed the research sample. Saturation of the theoretical idea was the criterion for the number of samples. Semi-structured interview tools were used to collect data. After recording the interviews and implementing them, the data and information were analyzed by Dickelman, Tanner and Allen (1989) method. For the accuracy and robustness of data and information in the present study, 4 criteria of acceptability, reliability, verifiability and transferability were used. Results: From teachers' experiences and perceptions about responsibility of female students in junior high school, 7 main topics including the meaning and concept of responsibility, dimensions of responsibility, necessity of responsibility, responsibility education requirements, responsibility curriculum and strategies for promoting responsibility education and 19 topics Subsidiaries were identified. Conclusion: Educating responsible Human is the end of most societies and educational systems. Responsibility education, both in the form of formal and informal education, should be given more attention by educators and parents.