https://www.jnael.ir/ New Approach in Teaching and Learning en daily 1 Tue, 17 Sep 2024 00:00:00 +0330 Tue, 17 Sep 2024 00:00:00 +0330 https://www.jnael.ir/article_218719.html The present study aimed to investigate the relationship between teachers' academic self-efficacy and the emergence of innovative educational behaviors, with an emphasis on the mediating role of educational beliefs. The method of this study was descriptive-correlational. The statistical population of the study was 155 elementary school teachers in Amlash city. The sampling method was census. To collect data, the standard questionnaires of scientific self-efficacy by Schanen et al. (2001), educational beliefs by Coombs and Whistler (1997), and acceptance of educational innovation by Alizadeh (2007) were used, whose validity was confirmed through confirmatory factor analysis and their reliability was confirmed through Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used using LISREL and Spss version 22 statistical software. The quantitative findings from testing the research hypotheses showed that there is a positive and significant relationship between scientific self-efficacy, educational beliefs, and the emergence of innovative educational behaviors. There is a positive and significant relationship between educational beliefs and the emergence of innovative educational behaviors. Educational beliefs played a partial mediating role in the relationship between teachers' scientific self-efficacy and the emergence of innovative educational behaviors. The results of the study also showed that the components of educational strategies, student involvement, and classroom management had the highest relationship with innovative educational behaviors, respectively. https://www.jnael.ir/article_220733.html The opportunity to participate in curriculum committees helps teachers to gain a better understanding of school issues and expand their connections at the school level, which leads to school improvement. Finally, teachers' participation in their own curriculum planning is an activity related to staff development, because when teachers design, implement, evaluate, and revise the curriculum, they are actually taking steps towards their own development. The present study aimed to evaluate the views of elementary school teachers on their participation in the curriculum planning system. The present study is a qualitative study based on the interpretive paradigm and a phenomenological approach. The participants in the present study were elementary school teachers in Tonekabon city. Purposive sampling was used for sampling. The theoretical saturation principle was used to determine the sample size. The data collection tool was an interview. Accordingly, 15 teachers who were knowledgeable about the subject of curriculum planning were interviewed. To study the accuracy and validity of the data, the Lincoln and Guba (1985) assessment method was used. The Claise phenomenological method (1969) was used to analyze the data. The content analysis method was used to analyze the obtained data in the form of open, selective and selective coding, using Max Quda software version 2020.