professional

Within the framework of professional development, teachers adapt, develop, and complement their pedagogical competences and behavior, and they become an agent of change. In this regard, teachers’ awareness of the components of pedagogical competence plays an important role. The current paper addressed the components of assessment strategies and teaching skills and investigated Iranian university instructors’ awareness of these components with regards to their personal, professional, and educational backgrounds. In so doing, a 29-item questionnaire already established in terms of validity and reliability was administered to 72 university instructors practicing teaching in Guilan universities. Analysis of the results revealed that the instructors used different assessment strategies and employed various teaching skills with regard to their gender, teaching experience, fields of study, and university degrees. The results may be practically utilized by education authorities to provide instructors with appropriate trainings to augment the instructors’ teaching and learners’ learning in the end.

Obsessive-Compulsive Disorder (OCD) in women remains underexplored in occupational contexts, despite its significant impact on functioning and well-being. This study aims to explore the lived experiences of women with OCD in the workplace. Utilizing a qualitative, phenomenological approach, the research was conducted in Tehran, Iran. Semi-structured interviews were conducted with 19 employed women formally diagnosed with OCD across diverse professional sectors. Sampling continued until theoretical saturation was achieved. Interview transcripts were analyzed thematically using NVivo software. Four core themes emerged: Workplace Challenges, Coping Mechanisms, Perceived Organizational Support, and Effects on Professional Identity. Participants reported challenges such as intrusive thoughts during tasks, compulsive checking behaviors, time-consuming rituals, perfectionism, and heightened anxiety in high-pressure environments. Coping mechanisms included cognitive-behavioral strategies, medication adherence, mindfulness practices, supportive routines, and seeking social or therapeutic support. Perceptions of organizational support ranged widely, with positive experiences linked to empathetic supervisors, mental health accommodations, and flexible work structures. OCD also influenced participants’ professional identity, contributing to both self-doubt and the recognition of strengths such as attention to detail, reliability, and conscientiousness. These findings underscore the necessity for workplace awareness, mental health inclusivity, and targeted interventions to support women with OCD. Creating supportive and stigma-free environments can enhance these employees’ job satisfaction, engagement, and career development