Evaluation of the Curriculum for Orphaned and Abused Children and Factors Affecting its Implementation from the Perspective of Teachers

Hajitabar, Mohsen; A D, S; .izadi, S

doi:10.22055/edus.2025.49446.3744

Evaluation of the Curriculum for Orphaned and Abused Children and Factors Affecting its Implementation from the Perspective of Teachers

10.22055/edus.2025.49446.3744

Volume 33, Issue 2
September 2026

Pages 49-62

Document Type : Research Paper

Authors

mohsen hajitabar ¹

s a d ²

s .izadi ³

¹ Associate Professor, Department of Educational Sciences, University of Mazandaran, Mazandaran, Iran.

² Master's Student, Curriculum, University of Mazandaran, Mazandaran, Iran.

³ Professor, Department of Educational Sciences, University of Mazandaran, Mazandaran, Iran.

Abstract

The aim of the present study is to evaluate the curriculum of orphaned and maltreated children and the factors affecting its implementation from the perspective of teachers. The research method was a survey. The statistical population was all care home educators and education teachers in Mazandaran province, who were selected using the convenience sampling method of 60 people. To collect data, a researcher-made questionnaire was used to evaluate the curriculum of orphaned and maltreated children and the factors affecting its implementation. The one-sample t-test and Friedman test were used to analyze the data. The results showed that in the curriculum of these children, the factors related to the teacher, learning environment, planning, teaching method, and evaluation were in a better position, respectively. And among all these factors, the teacher has the best position and the content is the weakest. Also, teachers believe that supervision and follow-up, and the school environment have the greatest impact on the education of these children, while the strategies and practices of deprivation have the least impact. Therefore, it is suggested that education and training pay more attention to appropriate content and assessment in the curriculum of these children. Also, monitoring and follow-up in schools should be taken more seriously.

Keywords

Evaluation

Curriculum

Unaccompanied and Abused Children

Abolhasani, Z., Dehghani, M., Javadipour, M., Salehi, K., & Mohamadhasani, N. (2021). Phenomenological exploration of the strengths and weaknesses of work and technology curriculum implementation and strategies to improve its implementation. Journal of Educational Sciences, 28(1), 67–88. https://doi:10.22055/edus.2021.35606.3137

Ahmadnia, S., & Ganjkhanlou, A. (2025). Foster Care, a New Approach in Iranian Legal System for Ensuring the Right to Family for Orphaned Children and Children Without an Effective Guardian. Journal of Family Research, 21(84), 150-162. DOI: 10.48308/jfr.2025.239450.1960

Ainsworth, M., Beegle, K., & Koda, G. (2005). The impact of adult mortality and parental deaths on primary schooling in North-Western Tanzania. The journal of development studies, 41(3), 412-439. https://doi.org/10.1080/0022038042000313318

Aali S, Darvishi lordi E, & Masjedi S. (2020). Comparison of Behavioral-Emotional Disorders and Functional-Emotional Developmental Profile in Orphans and children with caregiver. Rooyesh. 8(11), 77-84. 20.1001.1.2383353.1398.8.11.19.5 [Persian]

Anderson, E. L. (2015). Gender, HIV and Risk. Basingstoke: Palgrave Macmillan.

Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.

Bennell, P. (2005). The impact of the AIDS epidemic on the schooling of orphans and other directly affected children in Sub-Saharan Africa. The Journal of Development Studies, 41(3), 467-488. DOI: 10.1080/0022038042000313336

Bondy, E., Ross, D. D., Hambacher, E., & Acosta, M. (2013). Becoming warm demanders: Perspectives and practices of first year teachers. Urban Education, 48(3), 420-450. https://doi.org/10.1177/0042085912456846

Doshne R. (2014). My city, my home, affects the socio-economic level of the city's magazines by locating unprotected child care centers. First National Conference on Urbanism, Urban Management and Sustainable Development, Tehran, Iranian Institute of Architecture, Iran. 2014.

Edwards Jr, D. B., Okitsu, T., Da Costa, R., & Kitamura, Y. (2018). Organizational legitimacy in the global education policy field: Learning from UNESCO and the Global Monitoring Report. Comparative Education Review, 62(1), 31-63. https://doi.org/10.1086/695440

Evers, T. (2011). How teachers can help students who are homeless. Wisconsin Department of Public Instruction.

Fathi Aref, M., & Dehdast, K. (2025). Lived Experiences of Children Without Adequate Parental Care and Orphans in family-like Residential Care Centers: Regarding Challenges Related to Educational Issues. Journal of Research in Child and Adolescent Counseling, 3(1), 217-244. 10.22034/jrcac.2025.2072151.1069

Floyd, M., Garfield, A., & LaSota, M. T. (2005). Anxiety sensitivity and worry. Personality and individual differences, 38(5), 1223-1229.https://doi.org/10.1016/j.paid.2004.08.005

Fulmer, S. M., & Turner, J. C. (2014). The perception and implementation of challenging instruction by middle school teachers: Overcoming pressures from students. The Elementary School Journal, 114(3), 303-326. DOI:10.1086/674053

Ghanbari, N. (2022). Investigating the challenges of educating orphaned children from the perspective of teachers (A phenomenological study). A New Approach in Educational Sciences Quarterly, 4(1), 27-34. 10.22034/naes.2021.287379.1132

Hajizadeh, M., Malaki, H., Sadeghi, A., & Parsania, H. (2024). Analysis of Rational Education Curriculum Elements: based on Tasnim interpretation. Journal of Educational Sciences. 31(2), 263-284. https://doi.org/10.22055/edus.2025.47604.3633 [Persian]

Hendel, N. (2022). United Nations International Children’s Emergency Fund (UNICEF). In International conflict and security law: A research handbook (719-731). The Hague: TMC Asser Press. https://doi.org/10.1007/978-94-6265-515-7_34

Hosseini, S. H. (2016). Working and street children, Tehran: Salman Publishing. [Persian]

Jere, C. M. (2014). Addressing educational access and retention of orphaned and vulnerable children in high HIV prevalence communities in rural Malawi: A flexible approach to learning (Doctoral dissertation, UCL Institute of Education).

Johnson, M. P. (2021). Collaborating with nonprofit organizations to meet the educational needs of vulnerable children. Educational Administration Quarterly, 57(1), 85-102. DOI:10.1111/j.1540-6210.2006.00598.x

Jones, R. W., & Kierzkowski, H. (2018). The role of services in production and international trade: A theoretical framework. In International trade theory and competitive models: Features, values, and criticisms (Chap. 14, pp. 233–253). World Scientific Publishing. https://doi:10.1142/9789813200678_0014

Kadzamira, E. C., Banda, D. M., Kamlongera, A., & Swainson, N. (2001). The impact of HIV/AIDS on primary and secondary schooling in Malawi: Developing a comprehensive strategic response. Malawi: Ministry of Education. DOI:10.13140/RG.2.1.2639.0160

Kaya, C., Blake, J., & Chan, F. (2015). Peer-mediated interventions with elementary and secondary school students with emotional and behavioural disorders: A literature review. Journal of Research in Special Educational Needs, 15(2), 120–129. https://doi.org/10.1111/1471-3802.12029

Mwoma, T., & Pillay, J. (2015). Psychosocial support for orphans and vulnerable children in public primary schools: Challenges and intervention strategies. South African Journal of Education, 35(3), Article 1092. https://doi:10.15700/SAJE.V35N3A1092

Najafi, M; Bigdali, I., Deshiri, Gh., Rahimian Boger, I. (2012). Prediction of social harm based on students' life skills, Journal of School Psychology, 2(3), 144-163. [Persian]

Doku, P. N., Akohene, K. M., Ananga, M. K., & Debrah, T. P. (2019). A systematic review of the mental health of orphans and vulnerable children within the context of HIV/AIDS in Africa. International Journal of Psychiatry, 4(2), 1–20.

Ogina, T. A., & Ramare, N. M. (2019). Accountability of school stakeholders in ensuring orphaned children’s school attendance. South African Journal of Childhood Education, 9(1), Article 672. https://doi:10.4102/sajce.v9i1.672

Okorodudu, G. N. (2010). Influence of parenting styles on adolescent delinquency in delta central senatorial district. Edo journal of counselling, 3(1), 58-86. DOI:10.4314/ejc.v3i1.52682

Osher, D., Bear, G. G., Sprague, J. R., & Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39(1), 48–58. DOI:10.3102/0013189X09357618

Saeedi, M. (2024). Identifying Effective Teacher Competencies in Elementary Schools. Journal of Educational Sciences, 31(1), 259-284. https://doi.org/10.22055/edus.2024.46738.3591 [Persian]

Samadi, P, Ahmadi, T & Ahmadi, P. (2023). Competence of Teachers in the Role of Lifelong Learners in Iran's Public Education System: A Mixed Study. Journal of Educational Sciences. 30(2), 1-16. https://doi.org/10.22055/edus.2023.44355.3487 [Persian]

Stronge, J. H. (2018). Qualities of effective teachers. Ascd.

Tevasoli, T. & Saidi Nia, M. (2022). A qualitative study of the pathology of virtual academic evaluation in non-compliance with ethical principles. Journal of Educational Sciences. 29(2), 85-104. https://doi.org/10.22055/edus.2022.39749.3321 [Persian]

Volkova, O., Ananchenkova, P., & Besschetnova, O. (2018). Using of distance learning technologies in the educational process of orphans and children left without parental care. In Proceedings of the 13th International Conference on Virtual Learning (155–158). Romania.

Wood, L., & Goba, L. (2011). Care and support of orphaned and vulnerable children at school: helping teachers to respond. South African Journal of Education, 31(2), 275-290. DOI:10.4314/saje.v31i2.66461

XML

PDF 597.26 K

Extended Abstract