Quality of Life Skills Curriculum in High School the Viewpoint of Teachers and Providing Solutions for Quality by the Experts and Teachers

Abstract

The purpose of this study was to investigate the elements of life skills education curriculum in terms of goals, content, evaluation, educational facilities, place, time and providing solutions for quality of life skills education. The research method is a mix-type method, which has been used as a combination of sequential explanation type. The statistical population in this research included a sample of 2196 first-grade primary school life skill teachers in Fars province, selected by multi-stage cluster sampling proportional to community size in 225 the researcher-made questionnaire was distributed between them and a qualitative sample 18 of the experts and teachers who interviewed were identified. Findings showed that from the viewpoint of teachers, the goals, content and evaluation of the curriculum of life skills education were of moderate quality but the time, space and educational facilities of the curriculum of life skills training of high school were of desirable quality. In the opinion of the expert and teachers, the curriculum of life skills should be designed in accordance with the goals and designed according to the need, interest and ability of students, science and technology of the world, the existing facilities and conditions, and it is necessary to teach the teaching problem-driven students rely on students and teach them how to deal with different social situations. According to the main mission of this lesson, the curriculum is designed to institutionalize life skills in students so that they can use these skills in the real world and interact with issues and problems of life.

Keywords

• quality
• life skills curriculum
• first level high school education