aMember of Faculty, PhD in Education Administration, Department of Human Science, Sari branch, Islamic Azad University, Sari, Iran
bPhD Student in Education Administration, Department of Human Science, Sari branch, Islamic Azad University, Sari, Iran
cPhD Student in Education Administration, Department of Human Science, Sari branch, Islamic Azad University, Sari, Iran
Online published on 11 December, 2014.
The present investigation was conducted with the purpose of identifying the relationship between hidden curriculum and citizenship education from the perspective of high school teachers in Tehran city in 2014. The population consisted of 10658 high school teachers in Tehran city, which 371 of them were chosen as sample size using Cochran formula and stratified random sampling method. The data collection method was based on two researcher-made questionnaires with five-point Likert scale. The reliability of the questionnaires was calculated using Cronbach's alpha method, which the values were 0.89 and 0.83 for hidden curriculum and citizenship education, respectively. Moreover, content validity was employed in order to calculate the validity of the questionnaires, which the questionnaires were confirmed by the related specialists for this purpose. The analysis of data obtained by the implementation of the questionnaires was carried out using SPSS software in two phases of descriptive and inferential (Spirman correlation coefficient and multi-variables regression). The findings demonstrated that there is a significant relationship between the social atmosphere ruling the school and citizenship education, but organizational structure and interaction between teacher and student have no significant relationship with citizenship education.
Citizenship education, civic knowledge, civic attitudes, hidden curriculum, social atmosphere, organizational structure
