عنوان مقاله [English]
The aim of this research was to explore the main causes of Khuzestan's high school teachers' reluctance toward prepating and using lesson plans. A researcher-made question-naire consisting of 66 items with a Cronbach validity index of a= 0.97 was completed by 500 high school teachers. Factor analysis of the data reached its optimal item combination and factor structure after 10 experimental rotations. Analysis of the data via using orthogonal (verimax) totation and a minimum factor loading of 0.40 yielded5 factors. These 5 factors with eigenvalues of 19.77, 6.07, 3.55, 3.21 and 2.26 respectively accounted for 53% of the total variance of the questionnaire. These factors in the order of the amount of variancethey expain represent: 1) the cognitive and professional issues of the lesson plan, 2) issues related to management of educational planning and curriculum building; 3) attitudinal issues of the teachers; 4) socio-economic problems of the teachers; and 5) cultural problems of teachers and their low motivation. The number of items under the 5 factors were 19, 12, 14, 6, and 9, repctively Cronbach coefficients and split-half measures were used to check the validity of the extracted factors all of which proved to be significant at (p<0.001). Male teachers, teachers with higher years of service, and teachers with heavier weekly teaching loads had significantly and more emphasis on factors 1, 2, 4, and 5. Whereas, teachers who had never used lesson plans were infuenced by factor 3.