درخت حوزه‌های تخصصی

The current research aimed to investigate and identify the methods of solving the shortage of teachers and the provision and professional development of teachers. The research method used was descriptive and qualitative content analysis. The statistical population included deputy heads of departments, principals and deputy heads of schools, and researchers in this field. Fourteen people were selected as a statistical sample by snowball sampling. A semi-structured interview method was used. Based on the research findings, five key codes, nine core codes, and 54 codes were identified. In the category of policies and interventions, respectively, revision of courses, removal of non-harmful subjects and titles by 13%; in the category of human resources, reduction of the number of support and administrative forces by 15%; in the category of community interaction and cooperation, upgrading the position of the teacher in society with 37.5% and in the category of recruitment strategies, hiring elite and efficient managers at all management levels with 23% and in the category of incentives and financial support for salary reform Teachers and coordinated payment system had the highest frequency with 20%. As a result, to solve the teacher shortage problem, attention should be paid to multidimensional solutions.

The present study was conducted with the aim of investigating the effect of the good character of principals on the self-efficacy of teachers with the role of coaching leadership as a mediator. This study is applied in terms of purpose and descriptive-correlational in terms of data collection method of structural equations. The statistical population of the research consisted of 234 teachers of the first secondary schools of Durood city, and the sample size was 145 by referring to the Karjeci and Morgan (1970) table and was selected by the stratified relative sampling method. Data collection tools include teachers' self-efficacy questionnaire by Moran and Hoy (2001), good character of principals by Barker and Koi (2003) and leadership style by Bekan and Spear (2003). Convergent validity indices, Cronbach's alpha coefficient and composite reliability were used to measure the validity and reliability of the instruments. The results of all the indices confirmed that the questionnaires have a favorable condition. The data were processed using SPSS26 and Smart PLS3 software. showed that the effect of good character on teachers' self-efficacy is significant, according to the standard coefficients of the path, the direct effect of good character on teachers' self-efficacy is 0.335, and its overall effect is equal to is 0.681. Coaching leadership directly explains teachers' self-efficacy to the extent of 0.378 (37.8%). The good character of principals today as a strategy can strengthen the sense of self-efficacy and improve teachers' performance through coaching leadership, which ultimately improves the academic and moral level of students.

With the increasing popularity of virtual education following the COVID-19 pandemic and the advancement of technology in education, new opportunities and challenges have entered the realm of education. So it is necessary to pay attention to the preparation of schools for this type of learning as well as the self-efficacy of teachers in using information and Communication technology (ICT) skills and the stress they experience in using technology in their jobs. The aim of the study was to investigate the role of Computer Self-Efficacy and E-Learning Readiness Mediated with Technostress in Teacher Professional Competence. This study was applied in terms of goal and fell under descriptive-correlational research in terms of data collection. The statistical population consisted of all teachers of Tehran’s District 15 working at high school levels from 2021 to 2022 (675 people), as 194 people were selected through convenience sampling. In order to collect data from Technostress and Computer Self-Efficacy questionnaire (Dong et al., 2020); E-learning Readiness questionnaire (Keramati et al., 2011); and Teacher Professional Competence questionnaire (Motahhari-Nezhad & Jahangard, 2016) were used. After calculating the scales’ reliability, data were analyzed by SPSS and LISREL Software. The results showed that: computer self-efficacy and e-learning readiness had a direct, positive and significant effect on teacher professional competence. computer self-efficacy and e-learning readiness had  a positive and significant indirect effect on teacher professional competence through technostress. Also technostress had a direct, negative and significant effect on teacher professional competence.

This study aims to represent how a primary school principal evolved into an effective educational leadership, focusing on their personal and professional background along with the distinctive features of the school and local community. A qualitative approach and narrative inquiry method were used. Initially, in-depth and semi-structured interviews lasting 12 hours were conducted with the principal. Data analysis was performed using Lichman’s model (2013). To validate the narratives, in-depth and semi-structured interviews were conducted with five teachers who had worked under the principal's management and were selected through purposive (criterion-based) sampling. Additionally, self-reflection notes were prepared during the research process. The principal's journey towards efficiency was divided into four episodes: the character formation period, facing discrimination, conflicts and grief, building professional identity, and role modeling. According to the data analysis results, themes of encountering discrimination, economic poverty, and the local community's perception of disadvantaged schools were continuously repeated in the principal's narratives. Based on the narratives, three strategies - managing interactions, continuous professional development, and vision setting - played a crucial role in the principal's evolution towards efficiency. According to the findings, it is recommended that principals of high-poverty schools address teachers' educational deficiencies in the form of suggestions and gradually increase delegation of authority and trust in their measures to ensure improved performance quality. In addition, the principal, by requiring teachers to daily note the challenges and issues faced by students and to identify major and common challenges, aimed to prioritize these challenges and take necessary actions.

There appears to be a link between EFL teachers’ personality traits, teaching techniques, and classroom management strategies. This survey study aimed to investigate the differences between the extroverted and introverted Iranian EFL teachers’ specific teaching techniques of classroom management. Accordingly, forty male and female Iranian EFL teachers teaching at the ILI (Iran Language Institute) from Mazandaran, Iran were selected through non-probability convenience sampling. Based on the scores they obtained from the Persian translation of the Eysenck Personality Inventory (EPI) Questionnaire, they were grouped as extroverted and introverted participants. Then the Teacher Classroom Management Strategies Questionnaire (owned by The Incredible Years, Inc. USA, 2012) was used to see how often the participants use specific teaching techniques and how useful they find each technique for managing their classroom. The independent samples t-test indicated a significant difference between the extroverted and introverted Iranian EFL teachers’ specific teaching techniques of classroom management. Based on the results, extroverted EFL teachers were better than introverted ones at using specific teaching techniques of classroom management. The findings suggested that teachers should be aware of their personality traits in order to better understand themselves and to find the best types of techniques for better classroom management.

The study aimed to design a quality assurance evaluation model for a sample of Iranian secondary schools. Considering the nature of the research questions, the researchers chose a plan based on relativistic ontology and constructivist epistemology The participants included all educational specialists, principals and teachers of West Azerbaijan that among them; 23 experts were selected purposefully by snowball sampling method. The data collection tool was a semi-structured interview protocol. Data analyzed through grounded theory three-steps coding process (open, axial and selective). The results revealed that quality evaluation model of secondary school education consists 248 open codes, 37 axial codes and finally 5 selective codes. Among axial codes 7 items belonged to causal factors, 7 categories are related to contexts and backgrounds, 12 categories are belonged to intervener factors, 6 categories are related to strategies, 6 categories are related to consequences and one category is considered as core phenomenon. Finding of the research reveal that education quality assurance evaluation is affected by facilities and equipment, objectives of secondary education, curriculum, teaching method, teaching-behavioral competence of teacher, organizational factors, educational content, needs and expectations of stakeholders and financial problems; it can lead to educational productivity and academic satisfaction