ABSTRACT
@#Children are one of the most vulnerable groups in societies and promoting their health and safety in school should be one of the goals of education systems. Evaluating the current status of schools is the first step toward the prevention of crises in schools and coping with them. The present study investigates the health and safety status of non-public primary schools in Tehran. The present cross-sectional, descriptive-analytical study was conducted on a statistical population of non-public primary schools in Tehran, including 65 schools that were selected through multistage cluster sampling. The study tool was the School-Age Care Environment Rating Scale (SACERS), which was completed by the researcher upon observing the current status of schools, and a statistical analysis was then carried out in SPSS-23 using deductive analysis with the single-sample t-test and the cumulative percentage analysis. The results obtained showed that the schools met the required standards in indicators including health policies, safety policies, emergency conditions and personal hygiene; however, they lacked these standards in indicators including health measures, safety measures, attendance, departure and meals/snacks. In general, there was a significant difference between the mean health and safety indices in the schools and the required standards (t=-8.19, P<0.001), and the schools did not meet the required health and safety standards in view of the size of the mean difference. Regarding the role of supervisory authorities and attitudes of staff and parents related to educational environment, it seems that schools need to improve and resolve their deficiencies in various dimensions of health and safety in order to be ready to deal with emergencies. Assessments can be carried out in schools in the form of periodical self-evaluations to improve their performance. In this process, the school environment provides a safer and more enjoyable way for children to learn and create a sense of belonging to the school.
ABSTRACT
Regarding the type of service receivers as well as the technicality of the services provided, these services often bear high complexity and difficulty which can eventually lead to job burnout and shortage of motivation in the staff In this study, the factors affecting job motivation from the viewpoints of staff and managers of Semnan Welfare Organization have been identified and possible differences have been analyzed. In the present study, based on Herzberg's model of job motivation and considering several assessment tools produced according to this model, a draft of a researcher-designed questionnaire was prepared in order to determine the factors affecting job motivation in the staff and managers of the State Welfare Organization in Semnan province. The content and face validity of the questionnaire was determined and approved by 10 experts, 5 managers and 15 staff members of the Semnan Welfare Organization who were selected purposefully, using the Lawsche's method. The reliability of the questionnaire was assessed and approved by test-retest correlation coefficient determination. After informed consent was obtained, all staff and managers conforming to the inclusion criteria were invited to participate in the study and to complete the questionnaire. In contrast to Herzberg's theory which considers intrinsic factors as more important than extrinsic factors in causing motivation, our results demonstrated that staff and managers of Semnan Welfare Organization believed extrinsic factors provoked higher motivation. The major motivation factors for staff and managers of Semnan Welfare province were somehow related to management practices of managers and staff, both of which are categorized as extrinsic factors
ABSTRACT
Objectives: One of the problems in the process of assessment and evaluation, especially the evaluation of clinical training in rehabilitation disciplines, is the lack of an appropriate instrument for this purpose. Considering the effects of appropriate evaluation on quality assurance of clinical training, the aim of the present study was to design a valid and reliable tool for general evaluation of clinical training in rehabilitation disciplines.
Methods: This study was carried out initially by literature review and then by holding a focus group discussion with the trainers and mentors of rehabilitation clinics whom were recruited by convenient purposive sampling. The main indicators for evaluation of training in these fields were determined. After classification of the indicators, evaluation tool was developed. The face validity and content validity of the tool were determined with the Lawasche's method. The reliability was determined with the test- retest method and Cronbakh's alpha coefficient.
Results: Content analysis of the focus group discussion [FGD] resulted in determining 57 indices which were classified in 5 categories [including: the educator or trainer, the Trainees [students in these disciplines], administration of clinical training, fields of training and evaluation of clinical training]. The final tool was adjusted in two separate questionnaires. The correlation coefficient for the questionnaire of the clinical trainers was 0.9, its Cronbakh's alpha coefficient was 0.88 and its content validity coefficient was 0.84. The correlation coefficient for the questionnaire of the students was 0.7, its Cronbakh's alpha was 0.92 and its content validity coefficient was 0.81.
Discussion: The designed tool for the evaluation of clinical training in rehabilitation disciplines indicated acceptable validity and reliability and is appropriate for the assessment of trainings.