صادق نصری

Purpose: This study aims to infer the perception of experts about the psychological characteristics of effective teachers to clarify the angles and dimensions of the psychological characteristics of teachers. Methodology: The method of the present research is a qualitative phenomenon of phenomenological type, which has been purposefully selected from among experts in the field of psychology, especially educational psychology, and those who are directly related to the discussion of education, up to 12 people. And interviewed. The interview was first recorded with the permission of the interviewer and then turned into a text and sentences and phrases were analyzed using the Colaizzi method. Findings: According to the findings of interviews with experts in the field of education, the psychological characteristics of an effective teacher included eight themes, which were: 1. Behavior in the classroom including helpful, resilient, committed and motivated, 2. How to interact, including student’s comfort, listening, emotional relationship and having a simple expression, 3. Psychological ability including logical thinking, critical thinking, high emotional intelligence, self-confidence, social personality type and optimism, 4. Expressive skills including appropriate body language characteristics, large vocabulary, persuasive skills, 5. Mental health, 6. Creativity, 7. Ethics and 8. Discipline, including the characteristics of having mental order, regular knowledge, keeping promises and coming to class on time. Conclusion: The results showed that an effective teacher has psychological abilities in the field of thinking, including logical and critical thinking, to improve the teaching process in the classroom by creating challenges and paying attention to details. On the other hand, an effective teacher needs intelligence. It is a high emotion to build a constructive relationship, which in this connection also requires confidence so that an effective teacher can attract students in the classroom with a decisive and confident presentation.

Purpose: The aim of this study was to determine the relationship between analytical literacy and computer literacy with creativity and with the role of moderating gender in high school students in secondary period in Guilan province. Methodology: The method of descriptive research of correlational type and the statistical society included the high school students in secondary period of Guilan province in the first semester of the academic year 2020-2021. The statistical sample consisted of 384 people (191 females and 193 males) who were randomly selected by paper and electronic methods. The tools for measuring variables included Abedi creativity test, researcher-made questionnaire of computer literacy and analytical literacy. Data were analyzed using hierarchical regression analysis, multivariate regression and Z test. Findings: The results showed that the effect of computer literacy and analytical literacy on students' creativity is positive and significant. The effect of computer literacy by gender on creativity was also significant. Conclusion: The effect of computer literacy on analytical literacy has been positive and significant, too. The results can be used to predict creativity in male and female students.