zahra tavangar marvasti

The primary objective of the present study was to validate the professional competency model for Arabic language teachers in Al-Muthanna City. This research employed a descriptive survey method. The statistical population comprised all Arabic language teachers in Al-Muthanna City, from which a stratified random sample of 221 individuals was selected to participate in the study. The research instrument was a researcher-made questionnaire derived from the professional competency training model for teachers, consisting of 53 items on a five-point Likert scale. Confirmatory factor analysis was used to analyze the data. The findings indicated that four competency dimensions—general competency, multidimensional competency, instructional competency, and leadership competency—demonstrated good model fit. Moreover, general competency was identified as the core component in the professional competency model for teachers in Al-Muthanna City.

This study aims to identify and categorize the professional competencies required for Arabic language teachers to enhance teaching effectiveness and student outcomes in Al-Muthanna.

Methods and Materials: 

This qualitative study employed thematic analysis based on Attride-Stirling's (2001) framework. Data were collected through semi-structured interviews with 25 participants, including university educators and experts in educational sciences. Participants were selected via purposive sampling based on their expertise in teacher competencies. The data were analyzed to extract basic, organizing, and global themes, focusing on professional, aesthetic, democratic, and identity-building competencies.

The study identified key competencies categorized into four dimensions: (1) Professional Competencies: encompassing individual differentiation, effective communication, information literacy, and facilitative teaching; (2) Aesthetic Competencies: incorporating creative teaching styles, engaging tone, and artistic skills; (3) Democratic Competencies: emphasizing student monitoring, inclusive communication, and classroom management; and (4) Identity-Building Competencies: fostering enthusiasm for the Arabic language and its cultural significance. Additionally, general competencies (ethical and personal), educational competencies (content, pedagogical, and technological knowledge), and leadership competencies (self-leadership and leadership of others) were highlighted as essential.

Enhancing Arabic language teachers' competencies requires strategic planning, teacher development programs, and recognition of exemplary educators. Implementing a comprehensive competency framework can improve educational quality and position Al-Muthanna's educational system to compete on regional and international levels.

This research aimed to identify the obstacles to sustainable professional development of teachers and school administrators in Iraq in order to provide a model for overcoming the obstacles

In terms of nature, it is a qualitative research conducted using the content analysis method. Potential participants included teachers, school administrators, and university professors in the fields of educational sciences in Iraq, who were selected purposefully based on a number-based criterion based on the theoretical saturation rule. The data collection tool was a semi-structured interview. The data analysis method was in the style of the Atride and Stirling model.

The results showed that the obstacles to sustainable professional growth and development in Iraq include: knowledge obstacles (weakness in specialized knowledge, weakness in technology, and weakness in educational content knowledge); The following were the ethical or moral barriers (personal ethics and organizational ethics), the practical or communication barriers (interpersonal communication, organizational communication), the policy-making barriers (strategic weakness and inattention to change), the organizational barriers (weakness of organizational justice, weak supervision, and weak support), and the organizational learning barriers (weakness in knowledge creation participation, weak documentation, and weak knowledge sharing).

Consequently, according to the results of previous research, it can be said that creating strong strategic plans, supporting changes and creativity, paying attention to the individual needs of principals and teachers, and strengthening content knowledge and professional ethics are among the measures that can help strengthen the sustainable professional development of principals and teachers in Iraq.

Justice is a human rights law. One type of justice is organizational justice, which is affected by various factors. But the key question is, does emotional intelligence have a direct impact on organizational justice and organizational entrepreneurship? And does mediating organizational justice have an indirect effect on organizational entrepreneurship?

To design a structural model of organizational justice, identifying antecedents (organizational climate, emotional intelligence, organizational ethical values) and outcomes (organizational entrepreneurship).

The research was descriptive-correlational. The statistical population included all administrative and educational staff who were all selected as sample. Research tools include: Halpin & Craft (2000), Organizational Entrepreneurship Questionnaire, Marguerite Hill (2003), Nihof-Moorman Organizational Justice Questionnaire (1993), Shout et al. (1998), and Ethical Values Questionnaire. Organization Amix et al. (2008). Data were analyzed using structural equation method.

The results showed that emotional intelligence as an individual variable of organizational justice and entrepreneurship had no effect (P<0/001). Ethical values have a direct effect on organizational justice, but it does not affect entrepreneurship, but has an indirect effect on organizational justice. From the dimensions of organizational climate, the emphasis on production has a direct positive effect on organizational justice and organizational entrepreneurship. Harassment has a direct negative effect on organizational justice and entrepreneurship. The impact of these two is enhanced by the mediation of organizational justice on entrepreneurship. Spacing on organizational entrepreneurship has a significant negative direct effect. Group spirit has a significant negative direct effect on organizational justice. Also, mediating organizational justice has an indirect negative effect on entrepreneurship. Consideration has a positive and meaningful direct effect on organizational justice; it has a significant positive effect on organizational entrepreneurship only through the mediation of organizational justice. Organizational justice has a direct and positive effect on organizational entrepreneurship. Ethical values and organizational climate influence perceptions of organizational justice that mediate the role of justice in organizational entrepreneurship (P<0/05).

Ethical values and organizational climate are influenced by perceptions of organizational justice that mediate the role of organizational justice in organizational entrepreneurship.

Entrepreneurship as a new phenomenon in the economy plays an important role in the economic development and development of countries. Hence, the purpose of the present study  was to investigate the factors affecting organizational entrepreneurship through mediating organizational justice. The research method was descriptive-correlational based on structural equation modeling. The statistical population included all administrative staff, faculty members and professors with more than three years of experience in Fasa Azad University, all of whom were selected as sample.  Hereupon, data collection tools were Halpin and Craft organizational climate questionnaires, Marguerite Hill organizational entrepreneurship questionnaire, Nihof & Mor man organizational justice questionnaire, Shout et al. Emotional intelligence scale, Amics et al. Then, the data were analyzed by SPSS24 software, correlation coefficient and Amos24 software that it was at the significant level of 0.05. Emotional intelligence as an individual variable had no direct or indirect effect on organizational entrepreneurship. Organizational ethical values ​​had no direct effect, although indirect effect was significant with mediator role of organizational justice (β = 0.60). The ethical values ​​and organizational climate with the mediating role of organizational justice were effective on organizational entrepreneurship, therefore, in  the way that by creating the right atmosphere and creating nice and friendly relationships and emphasizing on achieving the goals of the organization, the conditions of entrepreneurship will be created.