چکیده (انگلیسی):

The present research was conducted to study on effect of teachers’ content product on their performance
in schools of Tehran City at academic year 2012-13. The methodology of current study is of applied type in terms of goal
and it is of causal- comparative kind in terms of descriptive nature. In this investigation, the statistical population
includes all teachers from smart schools, which they have worked at academic year 2012-13. Quantity of sample size
was 380 participants so by considering 10% probable loss of testees, 415 questionnaire forms were distributed among
the respondents and finally 380 questionnaire forms were collected and analyzed. In order to explore the effect of
training of teachers’ content product in this study and with respect to deeply study on theoretical bases and background
of research in this regard, the standard questionnaire was formulated with 45 questions in accordance with research
objectives. The codified inventory was approved by 10 experts and after implementation of adjustments in 30 questions
and trial administration of test among 30 testees the reliability of inventory was calculated as 0.826 by means Cronbach
Alpha Coefficient and verified. The results indicated that according to teachers’ view at schools of Tehran City, among
variables, the maximum mean value (31.73) belongs to variable of students’ note category and the minimum rate (16.74)
is related to variable of designing of question bank from learners’ notes and at the same time training of educational
content product might highly affect on improvement in teachers’ performance. But there is no difference among mean
value of teachers’ performance of those who had been trained for content product and teachers who had not passed
this course and among content product variables, all of them i.e. learners’ note category and scoring learners’ notes,
design of question bank, standardization of questions, and teachers’ proficiency affected on using educational
technology to improve teachers’ performance to the great extent. Likewise, there is no difference between the
comments of female and male teachers concerning to the impact of training educational content product on
improvement of teachers’ performance.