چکیده:
The rapid technological and cultural developments of the past two centuries in the developed world and its impact on the modernization of other societies, including Iranian society, have attracted the attention of many researchers. Examining the theories of the modernization school in the field of development confirms that certain conditions, such as the level of urbanization, industrialization, public education, and level of education, communication, social participation, socialization processes, and the individual's socio-economic background accelerate the growth of modernization in societies. A modern individual also possesses characteristics such as scientism, acceptance of new experiences, progressiveness, civil and global democratic attitudes, egalitarianism, independence, and risk-taking. The purpose of this research is to measure the level of modernization of active women in the cultural sphere (teachers) and the factors influencing it, which has been carried out using library research and survey methods, and its statistical population consists of female high school teachers in Tehran. The findings of the research show that 72.3% of the female teachers studied are modern, and two factors, length of education and socio-economic background, have a significant relationship with the level of modernization.
خلاصه ماشینی:
Examining the theories of the modernization school in the field of development confirms that certain conditions, such as the level of urbanization, industrialization, general education and level of education, communication, social participation, socialization processes, and the individual's socio-economic background accelerate the growth of modernity in societies.
The purpose of this research is to measure the level of modernity among active women in the cultural sphere (teachers) and the factors influencing it, which has been carried out using library research and survey methods, and its statistical population consists of female high school teachers in Tehran.
In general, population growth, urbanization growth, expansion of information media, establishment of various national and administrative organizations, creation of educational centers at different levels, establishment of universities (Faculty of Science, Faculty of Agriculture, Faculty of Literature, Faculty of Law, School of Medicine, Dar al-Moallemin and Tehran Teacher Training Center), establishment of banks, creation of a new administrative system, creation of transportation networks and railways, establishment of new industries, and increased contact with Western societies are among the transformations that had begun before and grew significantly in this period (Afzali, 1997: 79-72).
In this research, modernity is considered as the dependent variable and variables such as having an urban or rural origin, socio-economic background, level of education, duration of employment (teaching), extent of use of mass media and social participation are defined as independent variables.
In this research, the relationship between modernity and variables such as urban origin, family socio-economic background, level of education, length of employment (teaching), use of mass media, and social participation was also measured.
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