چکیده (انگلیسی):

ABSTRACT: The present study examines the effect of dynamic classrooms on improvement of educational
motivation among the students at high school in Tehran Department of Education, Tehran City. To test the following
hypotheses: 1. Dynamic classrooms may lead to rising educational motivation among high school students; 2.
Female teachers administer more dynamic classrooms than male teachers; 3. Educational motivation in female is
greater than in male students. The participants in this study include all principals and their training assistants and
students in high schools in Tehran City that comprise our statistical populations; according to simple randomized
sampling technique and H.S. Bola formula for determination of sample space, 100 principals and educational
assistants (separately 25 female principals and 25 male principals as well as 25 female assistants and 25 male
assistants) and 300 high school students (separately 150 female students and 150 male students) have been elected
for this study and then two questionnaires were administered for them respectively 40- questions dynamic
classroom questionnaire for principals and their assistants and 50- question educational motivation questionnaire
for students and the results of data have been calculated and based on statistical T-tests, Pearson correlation Test
and regression that suggest the following outcomes: 1. Dynamic classrooms may lead to rising educational
motivation among high school students; 2. There is no difference between educational motivation in females and
males; 3. There is no significant difference among classrooms administered by female teachers and male teachers
in terms of educational dynamism.