A Structural Model of Teaching Quality Based on Cognitive Ergonomics and Psychological Awareness Mediated by Classroom Social Interaction
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Objective: The present study aimed to propose a structural model of teaching quality based on cognitive ergonomics and psychological awareness, mediated by classroom social interaction among primary school teachers in Tehran.
Methods and Materials: This applied research falls within the category of descriptive-correlational studies, specifically employing structural equation modeling (SEM). The statistical population included primary school teachers working in Tehran during the 2024–25 academic year. Using G*Power software, and considering latent and observed variables, a sample size of 245 was calculated based on a 0.05 margin of error, 95% confidence interval, and an effect size of 0.2. A stratified random sampling method was employed. Data were collected using the Seraj Teaching Quality Questionnaire (2003), Shafiei’s Cognitive Ergonomics Questionnaire (2022), a researcher-developed Psychological Awareness Scale (2024), and the Teacher Interaction Scale by Lourdasmey and Kenny (2001). Data analysis was conducted using Pearson correlation and the Preacher and Hayes bootstrap macro to test the mediating role of the intermediary variables in the model.
Findings: The results confirmed the research hypothesis, indicating that cognitive ergonomics and psychological awareness have an indirect effect on teaching quality through classroom social interaction. In other words, teachers with higher cognitive ergonomics and psychological awareness enhance their teaching quality by increasing their classroom social interactions.
Conclusion: The structural model of teaching quality based on cognitive ergonomics and psychological awareness, mediated by classroom social interaction, demonstrated a good model fit among primary school teachers in Tehran.
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