teachers

Purpose: The ability to manage conflict plays an important role in the teaching profession. Therefore, the purpose of the current research was to design a conflict management model based on the professional experiences of secondary school teachers in North Khorasan schools. Methodology: This was an applied study in terms of its purpose and qualitative in terms of its method. The research population included secondary school teachers of North Khorasan province in the academic year of 2018-2019. A total of 17 people were selected by purposive sampling method and according to the theoretical saturation, and were subjected to semi-structured interviews. Content validity and reliability was 0.86 based on the expert's opinion and 0.93 using inter-rater agreement coefficient. Open, axial and selective coding methods were used for data analysis. Findings: Data analysis led to the emergence of 209 primary concepts and 18 secondary concepts in 5 categories for the conflict management model based on the professional experiences of secondary school teachers in North Khorasan schools. The categories include active coping (with 5 secondary concepts of problem solving, information acquisition, seeking social support, negotiating and technology management), passive coping (with 5 secondary concepts of acceptance, emotional adjustment, keep work and home life separate, reframing and avoidance), reinforcement and management of relationships (with 4 secondary concepts of strengthening interpersonal communication, meeting expectations, paying attention to emotional needs and creating fun and entertainment), strengthening religious beliefs (with 2 secondary concepts of resorting to spirituality and developing morals and values) and developing personal growth (with two secondary concepts of self-analysis and going beyond personal needs). Finally, the conflict management model was designed based on the professional experiences of secondary school teachers in North Khorasan. Conclusion: According to the concepts and categories identified for the conflict management model based on the professional experiences of secondary school teachers, they can be used to improve conflict management and improve the position of the organization.

The purpose of the present study was to model the structural relationships of job stressors and teachers' autonomy support with mediation of emotional exhaustion. This research was descriptive of the correlation type by the method of structural equations. The statistical population included all the teachers of first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020, that based on Cochran’s formula and stratified random sampling method, 240 people were selected. The tools of this research were the job stressor factors questionnaire of Otero-Lopez et al. (2006), the teacher as social context questionnaire Welborn et al. (1992) and the teachers’ burnout inventory of Maslach et al. (1996). All analyzes were done by structural equation modeling method. The findings indicated that the structural relationship model of job stressors and teachers' autonomy support with the mediation of emotional exhaustion in teachers of first and second grade of secondary schools has favorable fit and significance. In this research, all the direct and indirect paths that lead to the prediction of teachers' autonomy support have been significant. The research’s results indicate that job stressors have a direct and indirect effect, through emotional exhaustion, on teachers' autonomy support and also emotional exhaustion directly affects autonomy support. Addressing these variables can be effective in solving the problems of teachers' autonomy support and increasing it.

Objective:  The present study aims to determine the forecast of mindfulness, psychological flexibility, and coping styles regarding teacher marriage burnout. Methods: The population of the study includes 550 married elementary school teachers in the city of Esfarayen (2021). Sampling was done based on the intended society (550 teachers). To do so, 225 teachers were selected using Morgan Table. Data-collection instruments include Paine’s Marital Burnout Questionnaire (1996), Nis and Vander Walj’s Cognitive Flexibility Questionnaire, Endler and Parker’s Coping Style Questionnaire, and Bayer et al.’s Five-scale Mindfulness Scale (2006). Finally, the collected data were analyzed by Spss24 software. Results: Findings of the study indicated that the total mindfulness score and the subscales (i.e. action with awareness, lack of judgment, and lack of response) had a significant correlation with marriage burnout. Also, there was a significant negative correlation between the total score of psychological flexibility and the subscales– understanding controllability, understanding various options, and understanding behavior justification– and marriage burnout. In addition, there was a significant negative correlation between problem-focused coping style and marriage burnout. Also, avoidance coping style had a significant positive correlation with marriage burnout. Conversely, no significant correlation was found between emotional coping style and marriage burnout. Furthermore, according to the regression model, 26.3% of marriage burnout changes could be determined by lack of judgment (mindfulness), lack of response (mindfulness), problem-focused coping style, and avoidance coping style. Conclusion: Overall, mindfulness, psychological flexibility, and coping styles were significant predictors of teacher marriage burnout. Therefore, teacher marriage burnout could be alleviated by creating some potential.

Purpose: The studying public policy can play an important role in improving the country's study situation. As a result, the present research was conducted with the aim of pathology of studying public policy of students in Tehran province from the teachers' perspective. Methodology: The present study was applied in terms of purpose and survey in terms of implementation method. The research population had two parts, which in the first part was 30 cultural experts of education in the cities of Tehran province in the 2018-19 academic years, which number of 15 people of them were selected as a sample with using the targeted sampling method. The research population in the second part was 26889 teachers of education in the cities of Tehran province in the 2018-19 academic years, which based on Cochran's formula number of 379 of them were selected as a sample by stratified random sampling method, respecting the size of the population in each region. The cultural experts declared their level of agreement with each of the items of the initial researcher-made questionnaire (23 items in the two components of the studying social policy and studying general policy) during two Delphi rounds, the teachers also declared their agreement with each of the items of the modified researcher-made questionnaire (8 items in two components). The data were analyzed by percentage of agreement and one-sample t-test in SPSS software. Findings: The findings of the first part of the research, i.e. cultural experts showed that after two Delphi rounds, among the 10 items related to the studying social policy the percentage of agreement for 5 items was higher than 50 percent and among the 13 items related to the studying general policy the percentage of agreement for 3 items was higher 50 percent. Also, the findings of the second part of the research, i.e. teachers showed that the percentage of high and very high importance of 7 items out of the final 8 items of the modified questionnaire was calculated above 70%. In addition, in both components of studying social policy and studying general policy the population average significantly was higher than the hypothetical average (P<0.05). Conclusion: The results of the present study have many practical implications for public policy officials, managers and planners. Based on the results of this study, they can take an effective step towards improving and promoting the studying public policy of students.

Purpose: Self-efficacy as a part of self refers to belief and confidence to one's abilities to achieve goals and tasks. Therefore, the aim of this study was investigating the impact of curriculum literacy and media literacy on job self-efficacy in secondary school teachers. Methodology: The method of research was descriptive from type of correlation. The statistical population in this study were included all secondary school teachers in West Islamabad city in the academic years 2021-2022 with number of 260 people, which based on the Krejcie and Morgan table number of 165 people were selected by simple random sampling method. The research tools were included job self-efficacy, curriculum literacy and media literacy questionnaires, which were completed by the secondary school teachers and their reliability was estimated to be higher than 0.70. To answer the research hypotheses were used the confirmatory factor analysis tests and structural equation modeling in SPSS and LISREL software. Findings: The findings showed that the job self-efficacy variable has four components of individual self-efficacy beliefs, collective self-efficacy beliefs, expectation of individual consequences and expectation of collective consequences, curriculum literacy variable has three components of curriculum planning system, curriculum basics and curriculum planning elements, and media literacy variable has five components of understanding the content of media messages, awareness of the hidden goals of media messages, critical look at media messages, conscious selection and analysis of media messages, which factor load of all was calculated above 0.50 and Cronbach's reliability of all was calculated above 0.70. Also, both variables of curriculum literacy and media literacy had a direct and significant effect on the job self-efficacy of secondary school teachers (P<0.001). Conclusion: The results of this study indicated the effective role of curriculum literacy and media literacy on the job self-efficacy of secondary school teachers. Therefore, to increase job self-efficacy, it is possible to improve their curriculum literacy and media literacy through educational workshops.

The present study aimed to represent the autonomy of teachers adopting the grounded theory semantically. The research approach of this study was qualitative, and the theory method was grounded theory. The statistical population included all primary school teachers and principals in Lorestan, Iran. To collect qualitative data, interviews were conducted with 45 experienced teachers, school principals, specialists, and professors. In this study, the purposive sampling method was used for participant selection. The sampling method was purposefully continued until the researcher reached theoretical saturation. The basic indicators of the model of autonomy of schoolteachers were identified using a review of the research background and content analysis of the interviews. Next, the three stages of axial coding, selective coding, and main category resulted in six main categories: axial Phenomenon, Causal Conditions, Background Conditions, Interfering Conditions, Strategic Conditions, and Consequences Conditions. Teachers' Autonomy Model was developed, including 23 axial codes in the form of six selective codes for the six dimensions of axial Phenomenon, causal conditions (with four axial codes), background conditions (with two axial codes), interfering factors (with two axial codes), strategy (with seven axial codes), and consequences (with four axial codes). The extracted qualitative model can be used in policy-making and professional autonomy planning, especially in the professional development of teachers.

Applying grounded theory (GT) as a systematic methodology, this study was to present a model for the career path adaptability (CPA) of teachers. The statistical population consisted of the experts and teachers affiliated to the Department of Education (DoE) in Iran, in the 2018-19 academic year calendar, and the samples (n=17) were selected based on snowball sampling, as a purposeful method. For this purpose, semi-structured, in-depth interviews were used as the data collection tool, and the data were then analyzed via content analysis with coding. In this line, the central phenomenon, accompanied by the main categories and subcategories, was extracted. To code the given data, 198 codes were initially identified, and 41 subcategories were subsequently formed. To validate the interviews, triangulation, member checking, and peer review were further practiced. Besides, the test-retest and inter-rater reliability techniques were exploited for the reliability purposes. In accordance with the GT outcomes, CPA as the central phenomenon was realized with respect to causal conditions, viz., organizational, career-related, personal conditions, through the strategies of career advancement, learning and training, human resources (HR) attraction/selection/recruitment, and motivation, by taking account of effective underlying conditions, namely, HR development requirements, motivational conditions, organizational culture, and leadership style. However, this phenomenon, not protected from economic, political, organizational, and personal contexts, as the intervening factors, had induced a number of outcomes, e.g., a descending trend in leaving one’s job, increased job satisfaction, higher levels of organizational commitment, delegation of authority, and cost reduction for the DOE and teachers. Ultimately, the study results gave rise to designing a CPA model for teachers, containing a central phenomenon, along with causal conditions, underlying conditions, intervening factors, strategies, and outcomes.

As the demand for online language education continues to grow, English teacherpreneurs play a significant role in shaping teaching practice and identity in virtual affinity spaces. This study examined the professional identity and practice of Iranian EFL teacherpreneurs in such spaces. The study adopted a qualitative approach and the data were collected through in-depth interviews and a focus group discussion. The findings of this research indicated that the participants as Iranian EFL teacherpreneurs in online affinity spaces possessed a wide range of positive traits and engaged in interactive and non-traditional teaching practices going beyond EFL traditional teaching practices. They also noted challenges being online English teacherpreneurs in Iran, highlighting a lack of financial support from mainstream education system and insufficient electronic facilities to create online content among others. This study has implications for different agencies in language teaching, including teachers and policy-makers in language education, raising their awareness regarding the identity and practice of online teacherpreneurs in virtual affinity spaces.  

This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs that prioritize continuous learning, knowledge and skills updates, subject matter expertise, and technology integration in teaching practices. The study reveals challenges faced by the ELT teachers in participating in TPD programs, such as the need for innovative and updated programs, practical application focus, budget constraints, and high-quality facilitation. The characteristics of a good TPD program from the perspective of ELT teachers were also discussed, emphasizing the importance of addressing immediate needs, incorporating the latest trends and innovations, aligning with international standards, and providing support systems and collaboration opportunities. In addition, the study highlighted the motivation of the ELT teachers for professional development and the need for targeted programs to support their specific needs. Finally, suggestions were made and implications were discussed.

Abstract According to the importance of cooperative learning based on constructivism in better learning of the material, which has been demonstrated in many types of research, these techniques make students exchange information and opinions, help each other and get help. Cooperative learning and the conduction of constructivism in learning, increase group cohesion and enable students to interact with others and examine learning from all aspects. To conduct this research, 30 senior students with the age range of 16 to 18 and based on the English level proficiency test to ensure the same language level of them, were selected. Then the target students were divided into two experimental and control groups and the pre-test was taken from them. After grouping, English language teaching was done to the students of the experimental group based on constructivism and cooperative learning, and after a certain period (five weeks), a post-test was taken from them, and Stephen's cooperative learning questionnaire (2007) was given to the students, and then the data was collected and analyzed and T-Test, ANOVA, paired sample test were conducted. The most important findings, in the present research in the first stage, were the impact of constructivism and cooperative learning on English learning of the students who were trained and achieved the most effective cooperative learning techniques, and in the second stage recognized that students use the technique of group dynamics and then feedback and doing project work respectively based on Stephen's cooperative learning questionnaire (2007).

Information and Communication Technologies (ICTs) have significantly transformed the education system in recent decades, providing new opportunities for both teachers and students and improving the quality of education. The purpose of this study is to analyze the opinions of foreign language teachers regarding the impact of ICTs in the classroom, the training acquired and the challenges faced during the teaching-learning experience. A study with a quantitative, non-experimental, cross-sectional, and descriptive approach was carried out using a questionnaire as a data collection instrument. The final sample consisted of 117 foreign language teachers from bilingual schools of Primary and Secondary Education in Andalusia (Spain), both public and subsidized/semi-public. Specifically, 66.6% are female and 33.4% male. The results indicate that teachers believe in the positive impact that ICTs may have on the teaching-learning process, and feel highly motivated in carrying out their work through ICTs. However, teachers continue to express the need for further and continuous training and highlight the importance of technical support and how the lack of resources can undermine the quality of foreign language teaching.