Role of teachers in improving the level of problem-solving ability of female students

Abstract

Education is one of the most basic human needs, and the ability to solve problems is one of the requirements of continuing life. The aim of the present study is to investigate the relationship between teacher's content knowledge and the improvement of problem-solving ability of female students of the second year of high school in Kerman city. The current research is applied in terms of purpose and in terms of implementation method in the field of correlational descriptive research. The statistical population of the research included all female students of the second year of high school in Kerman city in 2018-2019, according to the statistics of the General Department of Education of Kerman province, their number was equal to 7720 people. Based on the Georgesi-Morgan table, 370 students were selected as a sample for the study using a two-stage cluster random sampling method. Cassidy and Long's (1996) problem-solving skills questionnaire and Idaho University teachers' professional standards questionnaire (2000) were used to collect information. The results were analyzed using Pearson's correlation and multivariate regression in SPSS version 22 software. The findings of the research showed that there is a positive and significant relationship (p≤0.05) with the content knowledge of teachers with the components of creative problem-solving style, confidence in problem solving, tendency style, helplessness in problem-solving, problem-solving inhibition. Therefore, it can be concluded that the teacher and his ability are related to improving the ability of the problem level.

Keywords

• problem solving ability
• teacher role
• content knowledge
• female high school students