Reality of Using Structural Functionalism Theory in Learning Practices among Teachers of Basic Education in Tashkent, Uzbekistan

Abstract

This study focused on teachers of basic stage about the current use of structural functionalism theory in learning practices in classrooms.  To accomplish this study a three dimensions’ observation card was builtand had been processed by statistical analysis to contrived psychometric properties and it has been achieved through the validity and reliability. The instrument was applied on a sample of 67 teachers from basic stage. A number of 28 (42%) teachers out of 67teachers have a moderate level in using of structural functionalism theory in learning practices. In addition, teachers believe that they to some extent apply the principles of the structural functionalism theory in their teaching especially the interest in strengthen students' independent learning. The results showed that there are statistically significant differences (p= 0.05) in the reality of using structural functionalism theory in learning practices according to specialization variable in favor of educational majors. In respect of the gender, academic qualification and years of experience the results have shown that no significant differences between variables were found with regard to their practice of principles that support the structural functionalism learning.