Designing a Communication Skills Model for Elementary School Principals (First Stage) in Tehran Using a Grounded Theory Approach
Keywords:
Heutagogy, self-management, learning motivation, primary teachers, professional educationAbstract
This study aimed to investigate the effect of heutagogy-based training on self-management and learning motivation among primary school teachers. This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included primary school teachers in Langarud, from which 30 participants were selected through simple random sampling and divided into experimental and control groups. Data were collected using Fisher et al.’s (2013) Self-Directed Learning Questionnaire, including subscales of self-management and learning motivation. The experimental group received six sessions of heutagogy-based training. Data analysis was performed using univariate (ANCOVA) and multivariate (MANCOVA) covariance analysis. The results of ANCOVA indicated that heutagogical training had a significant impact on increasing self-management in the experimental group (F=2.250, p=0.045, η²=0.377). A significant difference was also observed in learning motivation between the two groups (F=3.357, p=0.008, η²=0.411). The findings suggest that heutagogy-based education can significantly enhance self-management skills and learning motivation in primary school teachers. Implementing this approach in teacher training programs may contribute to improving the overall quality of education.
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Copyright (c) 2025 Firouzeh Rajaei langeroodi (Author); Zohreh Shakibaei (Corresponding author)
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