Evaluating the effectiveness of in-service training courses for culture and art teachers of secondary level in Alborz province based on CIPP evaluation model

Articles in Press

Document Type : Original Research

Authors

1 Assistant Professor, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran

2 Educational Sciences, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran

3 Master of Education and Human Resources Improvement, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran.

Abstract

This study explores the importance of education and development within organizations. Research indicates that investing in human resource training is vital for organizational growth and success. Effective training programs should address the actual needs of employees and be voluntary. Evaluating these programs is crucial to ensure they meet desired goals and enhance employee performance. The CIPP evaluation model is often used for this purpose. This study used the CIPP model to assess the effectiveness of in-service training for art and culture teachers in Alborz province. Key factors affecting the success of training programs include job stability, appropriate tools, motivational factors, continuous support, and practical experience opportunities. Effective training programs can lead to cost savings, increased productivity, employee satisfaction, and overall organizational improvement. In this study, 71 art and culture teachers who participated in in-service training courses in Alborz province during the 2022-2023 academic year completed a questionnaire. The data collected were analyzed using inferential statistical tests to evaluate the training programs' effectiveness. The results showed that the chi-square mean statistic (48.6) is significant at less than 0.05. This indicates a difference in the effectiveness of the courses concerning context, input, process, and output. The process had the highest average rank, while the context received the lowest. Therefore, the training courses were more effective in terms of process compared to input and output. Additionally, based on the average ranks obtained, it was determined that training courses should be prioritized for improvement in the order of context, input, output, and process.

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Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 11 May 2025

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