Abstract

This research aims to study the impact of employing action research on middle school teachers' performance in district 3 education of Tehran in 2015 educational year. With regard to its aim, this study can be considered as an applied research and regarding the data collection method, it is a descriptive(ex post facto) research. The population of this study includes middle school teachers working in district 3 education of Tehran in 1394 educational year. A study sample of 100 individuals was selected through random stratified sampling method and divided into two groups of 50 teachers. Research tool was the organizational performance questionnaire by Hersey and Goldsmith (2003). This questionnaire was set up as a 5-point scale questionnaire and includes seven sub-scales(ability, clarity, assistance, encouragement, evaluation, validity and environment). Validity of instrument was determined by Goldsmith through content method and in this research content validity was used as well. In addition, reliability factor of the questionnaire is 87% which is calculated by Cronbach’s alpha. Data collected from questionaries was analyzed using independent T-tests and Manova   in two different levels of descriptive and Inferential statistics. The results of the current research indicate that in general deploying action research affects performance of middle school teachers in district 3 education of Tehran. In secondary hypotheses using action research is effective considering ability, clarity, assistance, encouragement, evaluation, validity and environment while it has no effect on examining teachers’ performance. Besides, analyzing lateral findings of multivariate analysis of variance claims that in sample group's view, there is no significant difference between teacher’s performance divided by years of experience or levels of education.

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