The effect of national identity components of female preschool teachers on the level of language learning skills of new learners in Semnan province
Subject Areas :Shahab Moradi 1 , Shokofeh Hemati 2 , Sima Alizadeh 3 , Marzieh Bahar rostami 4 , Zahara Bogheiri 5
1 - Department of Psychology, Semnan Branch, Islamic Azad University. Semnan. Iran
2 - MA of education research, payame noor university Garmsar, Garmsar, Iran.
3 - MA of Educational Psychology, Semnan university, Semnan, Iran.
4 - MA of Family counseling, Al-Zahra University of Tehran, Tehran, Iran.
5 - BA of educational Science,Farhangiyan University, Semnan, Iran.
Keywords: National identity, social identity, language skills, and communication skills,
Abstract :
The present study aimed to examine the impact of national identity components of preschool teachers on the language learning skills of preschool children in Semnan province. The research method was descriptive-survey, and the statistical population included 91 female preschool teachers during the 2020–2021 academic year, selected through cluster random sampling. Data collection tools consisted of a researcher-made questionnaire on language learning skills with nine subscales, and another on national identity with four subscales. Face and content validity of the questionnaires were confirmed by experts in the fields of early childhood education and pedagogy, and reliability was assessed using Cronbach's alpha. The collected data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Spearman correlation and Chi-square test).
A strong statistical relationship was found between “teachers’ familiarity with and respect for religious and national customs and traditions” and “the development of preschoolers’ relative linguistic and communicative competence (language learning skills)” (p-value < 0.05). In other words, as preschool teachers’ familiarity with and respect for religious and national customs increases, the development of linguistic and communicative competence in preschoolers also increases. However, no significant relationship was observed between teachers’ educational background and their national identity, nor with the language learning skills of preschoolers (p-value > 0.05).
