The Educational Needs of the Social Sciences High School teachers

This study is intended to survey the educational needs of the social sciences high school and guidance school teachers in Isfahan. Hence, the educational needs of high school teachers for teaching skills, counselling, Audiovisual aids, psychology, evaluation, planning and human relations were classified and studied. The population under study comprised of all social sciences teachers, male and female, teaching at high school and guidance schools in Isfahan. 155 teachers were elected by cluster sampling . The research methodology was one of descriptive survey and the instrument comprising of 32 close questions on Likert scale. Next,the collected data was analysed using the descriptive and inferential methodology. The result of the study indicated that ranking high school teachers with reference to educational needs were not equal and that ranking the educational needs of teachers consisted as the following priority: 1.technology and educational aids. 2. Educational psychology. 3.counselling and advisory services. 4.teaching skills. 5.evaluation skills. 6.instructional planning. 7.human relations.


Introduction
Today there is a crucial need for lifelong learning. More and more people,many well beyond traditional college age,are seeking opportunities for continuing education to expand their intellectual horizons,to develop a better understanding of society and its Institution,and to gain new knowledge to enable them to cope with rapid change.
Other,confronted by the growing complexity of technology,seek retraining to upgrade their skills or prepare for entirely new careers. (Boyle 1981.p. 3) In fact,the recent changes in the socio-economic developments create specific needs for the skilled manpower. One such need are the educational programs for the majority of employees intended to upgrade the skills needed by them (Holinsheed. P .

15).
In fact, the recent changes in the socio-economic developments create specific needs for the skilled manpower. One such need are the educational programs for the majority of employees intended to upgrade the skills needed by them (Holinsheed.1993. P. 15).
A carefully worked out plan for needs assessment can protect against the least organizational dissociation. The success of a needs analysis plan depends to a great extent on the size of supports provided by the organization( Goldstein, 1993. P.

).
Austin ( 1989 ) has conducted a study titled " Needs assessment of Computer  In a study titled " A survey and recognition of the educational needs and impediments to teaching in the opinion of instructors of training courses in the rural areas of Isfahan ," karbassyoun (1994) concludes that most of the instructors at issue had a positive attitude toward the general and specific educational needs and that for the general educational needs they placed on the priority list, the education of adults, the education of the youths, knowledge of the methods and techniques of teaching, application of psychology in teaching and the educational technology. Nassiri ( 1994 ) in a study titled " A survey of the elementary school teachers in Hormozgan " holds that the educational needs of the teachers must be recognized prior to the implementation of educational planning.
Ali Beigi ( 1996 ) in a study titled " A survey of the educational needs of the agricultural engineers in Isfahan province" concludes the following: The five needs of the people under study include general information on development, educational technology, renovation, adult education and development methods respectively.
More, there was a significant relation between the work experience and the educational needs of agriculture engineers.

Methodology and Materials
The method employed for this study is a descriptive survey studying the educational needs of the social sciences middle school and high school teachers for the five districts in Isfahan.
The statistical population for this study comprises the male and female social sciences teachers of Isfahan in the academic year 1999-2000.
Of the total 769 high school teachers 155 were randomly selected in cluster sampling using a pilot study, estimated population variance and the formula for sample size. The measurement tool for this study consisted of the researcher developed 32close question inventory based on the likert five-division scale. Based on Cronbach's Alpha, the reliability coefficient for the inventory was an estimated 95% significant at an Alpha level of 1% indicating a highly valid measurement tool. The face validity of the inventory was examined on the expert advice of specialists and professionals.
The data from this study were analysed both descriptively and inferentially.
Descriptively, the data were analysed using such statistical indicators as frequency, percentile, means and standard deviation. Inferentially, as the distribution of the scores for each area of educational needs was not normal and that the data were of a noninterval nature, Mannwhitney and Kruscall's non-parametric tests were used.  The mean score for the responses Ranged from 2.98 to 3.34. As the computed H for evaluation and human relations is greater than the critical value at 5% Error level , the rankings for high school teachers with varied academic degrees are not the same.

Discussion and conclusion
The results from karbassyoun's study (1994 )