TITLE:
Investigating the Practicality of Implementing Structural Functionalism Theory in the Teaching Practices of Basic Education Teachers in Tashkent, Uzbekistan
AUTHORS:
Nuralieva Nargiza, Wei Zhao, Kiran Fazal
KEYWORDS:
Structural Functionalism, Basic Education, Higher Education, Learning Methods, Teaching
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.4,
April
20,
2023
ABSTRACT: This research aimed to examine the extent to which teachers at the basic
education level employ the Structural Functionalism Theory in their teaching
practices. A three-dimensional observation card was developed and subjected to
statistical analysis to determine its psychometric properties through validity
and reliability testing. The instrument was administered to a sample of 67
basic education teachers. The results indicated that 42% of the teachers had a
moderate level of use of the Structural Functionalism Theory in their teaching
practices. The teachers reported that they partially incorporate the principles
of the theory, particularly in promoting students’ independent learning. The
findings revealed that there were statistically significant differences (p = 0.05) in the implementation of the
Structural Functionalism Theory based on the teachers’ areas of specialization,
with those in education showing higher levels of use. However, no significant
differences were found between gender, academic qualifications, or years of
experience and the teachers’ practices of the principles supporting the
Structural Functionalism Theory in learning.