معلمان

Employing a qualitative phenomenological approach, this study aimed to explore teachers’ and parents’ perceptions of the challenges in teaching the Quran to first-grade elementary students during the 2022–2023 academic year. The target group included parents and teachers from Yazd, selected through criterion-based purposeful sampling, with 17 teachers and 4 parents participating. Sampling continued until theoretical saturation was achieved. Data were collected using semi-structured interviews and analyzed via Colaizzi’s seven-step technique. During initial coding, 212 open codes were generated, which were reduced to 103 codes through condensation. The identified challenges were categorized into 4 main themes and 19 sub-themes. Challenges related to the design and development of the Quran textbook with 8 sub-themes, shortcomings in the implementation of the Quran curriculum with 5 sub-themes, challenges arising from the inherent nature of Quran as a subject with 3 sub-themes, and sociocultural and belief-related challenges with 3 sub-themes. The findings suggest that addressing challenges related to promoting Quranic culture in society requires collaboration with cultural institutions and synergy among governmental bodies.

The media has caused relatively many changes in students' learning patterns, developed teaching and learning approaches, and improved students' learning styles. This study is an applied research in terms of purpose and descriptive correlation in terms of data collection method. The statistical population of the study consists of all male student-teachers studying in Kermanshah in the academic year 2023-2024, numbering 1250 people. Cochran's method was used to select the sample, so that by referring to Farhangian University, Payame Noor University, and Azad University, 294 people who were both students and teachers were identified and selected by random sampling method.  The research tools were the Philosophical Media Literacy Questionnaire (2014), the Yavuz Educational Technology Attitude Questionnaire (2005), the Kolb Learning Styles Questionnaire (2005), and the Pintrich & De Groot Self-Regulated Learning Strategies Questionnaire (1990). To analyze the data, Pearson correlation coefficient and structural equation modeling were used. Based on the findings, all direct and indirect effects of the variables were confirmed. In general, the causal model of learning styles is based on media literacy with the mediating role of self-regulation, and blended education fits with the empirical model.

The aim of this research was to evaluate the quality of teachers' technological pedagogical content knowledge in using guided discovery learning in elementary education in the primary schools of Bandar Abbas.

This research is descriptive-correlational, and the statistical population includes 10 fourth-grade elementary teachers and 72 fourth-grade female students, who were selected through multi-stage random sampling. To conduct this study, a questionnaire on technology integration (Schmidt et al., 2009) was utilized, which encompasses seven dimensions: technological knowledge, pedagogical knowledge, content knowledge, technological content knowledge, pedagogical content knowledge, pedagogical technological content knowledge, and educational technology. The technology integration questionnaire was completed by the teachers, and a researcher-designed lesson plan for fourth-grade mathematics was developed, which took 50 minutes. Subsequently, guided discovery learning was implemented in the classroom for five weeks, with two sessions each week. The reliability was assessed using Cronbach's alpha method (with SPSS software), resulting in a reliability coefficient of 0.89. Pearson correlation coefficient and multiple regression analyses were performed with a maximum significance level of 0.05 using SPSS software.

The results of this research showed that the relationship between all components of technological pedagogical content knowledge and guided discovery learning for students is significant.

The results of this study indicate that the quality of teachers' technological pedagogical content knowledge has a direct impact on the success of guided discovery learning in elementary education.

The present research aimed to investigate the improvement of teaching science course in elementary schools and to identify the challenges and solutions to overcome problems based on the lived experiences of teachers and education specialists.

The research method was a qualitative phenomenological method. The interviewees included teachers and specialists in Ardabil city in the academic year 2024. To select the participants, 22 teachers, and 17 specialists were selected using purposive sampling until theoretical saturation. Data were collected using semi-structured interviews with open-ended questions. The validity and reliability of interviews were determined through the triangulation technique, member control technique, parallel accurate information acquisition technique, and researchers' self-review.

Based on the findings, the majority of teachers believed in the existence of challenges and, of course, faced numerous problems. Also, in the next step, in the interview with experts, problems such as lack of laboratory facilities and equipment, and weak human resources, time, educational and cultural constraints, and challenges in the field of teachers' teaching methods were emphasized, and solutions were presented to overcome these challenges.

As a result, various solutions were identified to overcome the challenges in improving elementary science education, some of which included: using existing facilities creatively, training expert and efficient teachers, using and applying appropriate and attractive teaching methods, presenting science content practically and experimentally, improving the content of books in terms of quantity and quality, providing laboratory facilities in schools, using modern teaching methods, benefiting from skilled teachers and professors, and increasing the connection between schools and communities.

Although many people associate creativity with art, products, it is by no means exclusive to artists or art. Creativity manifests itself in all areas of life, from science to gardening, and not all in all areas. They are quite creative.

This research is part of qualitative and phenomenological research. Phenomenology means the study of lived experience or the world of life, which is lived and experienced by a person, and does not mean the world or reality separate from man. In the research approaches of phenomenology, there are two methods of descriptive phenomenology (Husserl) and interpretive phenomenology (Heidegger). Therefore, the current research was conducted based on Husserl's descriptive phenomenological method.

Teachers should increase their scientific literacy and learn new art activities and teach them to their students, and not teach their backward courses in the bell of art. Also, parents can discover their children's artistic talent and improve their artistic skills by enrolling in an art class so that they can become skilled artists in the future and teach the future generations. Teachers should also encourage and support their students if they see their artistic talent.

Education by increasing the budget in schools for art supplies, first of all, they should provide a suitable space for these art activities to be adjusted according to the mood of the students and hire an art specialist teacher in elementary school .

Teacher professional development is a continuous process through which teachers adapt and grow in accordance with their abilities and the needs of the changing times. Today, teacher development is not only about mastering science and teaching abilities, but also about mastering technology. One of the innovative ideas for improving education in the 21st century is to rethink education and curriculum development by integrating information and communication technology with educational content knowledge in a systematic way. This integration enables teachers to effectively incorporate modern technology tools and resources into their teaching practices, increase the overall quality of education, and prepare students for the needs of the digital age.

The present study is a narrative review study and was conducted with the aim of investigating and analyzing the role of Technological pedagogical content knowledge in teachers' professional development. Scientific articles published on Internet databases were used to collect information.  

The research findings showed that Technological pedagogical content knowledge, by creating competencies in technological knowledge, educational knowledge and content knowledge, educational content knowledge, technological content knowledge and technological educational knowledge, leads to a teacher's appropriate understanding and representation of education and teaching along with the use of appropriate technology, and also creates different roles for teachers and transforms educational experiences and educational processes.

Overall, according to the research findings, it can be said that professionalization is a continuous process through active participation in practice. Teachers cannot struggle alone to achieve this goal, but need to be supported by various parties. Hence, education systems should seek to provide opportunities for teachers to develop their professional skills in-service to maintain high standards of teaching and to retain a high-quality teacher workforce. Technological educational content knowledge is a unique type of expertise that drives teachers towards professional development.

This study was conducted with the aim of analyzing the lived experiences of teachers from the implementation of the Fundamental Transformation Document in elementary schools in Birjand city. Teachers' experience refers to all their perceptions, feelings, impressions, and interpretations of how the Fundamental Transformation Document (131 implementation strategies) was implemented. This study was conducted with the understanding of the importance of human lived experience in assessing the current situation and identifying deficiencies and gaps that result in non-implementation or defects in the implementation of the Fundamental Transformation Document as a constitutional document. In this study, the phenomenological method was used to understand their lived experiences. The participants in the study were selected from the community using purposive sampling, a number of 16 teachers with more than ten years of work experience until theoretical saturation was reached. The data collection tool was in-depth and semi-structured interviews. Data analysis was performed using the Claise method and MaxQDA software. Finally, the results showed that teachers have limited knowledge of the fundamental transformation document and only define it in terms of 6 general areas, but they are confused and have difficulties in implementing them. Implementing the fundamental transformation document requires taking the necessary knowledge, attitude, and skill measures to increase knowledge and belief and take practical action to effectively implement it.

The aim of the present research was to predict the philosophical mindset of principals based on the spiritual intelligence and organizational silence of secondary school teachers in Qom city. The research method is descriptive-correlational. The statistical population included all principals and teachers teaching in secondary schools in Qom city in the academic year 1403-1402, totaling 304 principals and 2,985 teachers. The sample size, based on correlation, was estimated at 52 principals and 104 teachers, selected through stratified random sampling. Data collection tools were three questionnaires: the Philosophical Mindset Model by Philip Smith (1401), Spiritual Intelligence (King, 2008), and Organizational Silence (Vakola & Bouradas, 2005), with reliabilities of 0.73, 0.88, and 0.87, respectively. Inferential data were analyzed using simultaneous multiple regression statistical methods. The results indicate that the presented model can effectively predict the philosophical mindset of principals based on teachers' spiritual intelligence. According to the output of this regression model, the results show that variables such as personal meaning production, existential thinking, transcendental awareness, and expansion of consciousness have a relatively appropriate impact on principals' philosophical mindset. Additionally, teachers' organizational silence has a significant effect on principals' philosophical mindset. In conclusion, the philosophical mindset organizes awareness and abilities and comprehends the systematic structure of the organization and the entire organization towards overall goals.

To identify instructional issues faced by teachers a group of 40 elementary school teachers was given a questionnaire with open answer questions on issues that they are facing. Sixteen issues were identified among which “heavily populated classrooms” and “ways of dealing with parental expectations” ranked highest. The identified issues were discussed with a group of 16 experts with graduate degrees and teaching experience during individual interviews seeking solutions to the given problems. The analysis of the responses yielded a set of 43 general and 104 particular guidelines which were validated through participants’ feedback. Instructional empowerment for teachers, principals, and parents, review of the academic evaluation system, and reorganization of the educational spaces are among the yielded guidelines. Furthermore, the guidelines cover all aspects of the curriculum with “teacher” being the most crucial element in reducing the identified problems.

Understanding the different reactions of teachers to students' misbehavior has always been a topic of discussion among educational environment experts. However, the lack of research in the field of teachers' reactions to this misbehavior from the students' perspective was evident in domestic and foreign studies. Therefore, the present study aimed to investigate students' perception of teachers' reaction to their misbehavior in the classroom with a qualitative method and a phenomenological approach with 15 first-year high school students in Kermanshah province in the academic year 1403-1404 using purposive sampling. The data collection tool was a semi-structured interview, and Clark and Brown's content analysis was used to analyze the information obtained. In order to ensure the reliability of the information obtained, the management methods used by the interviewees, non-directional case analysis, and long-term observation and contact in the educational environment were used. For verification, a presupposition-recording sheet was used. Based on the interviews, two main codes of strict and gentle strategies were obtained. Strict strategies included informing parents and administrators, corporal punishment, and gentle strategies included conversational responses, classroom conflict, and negative grades. The results showed that teachers could take steps to reduce student misbehavior by communicating well and engaging students in classroom activities and their perception of justice

This study aims to explore Learning-Centered Leadership and Research Motivation by examining the integration of learning and research in light of principal-teacher interactions in primary schools in Shahriar City during the 2023-2024 academic year.

The research is applied in nature and utilizes a qualitative approach through content analysis. The research field consisted of primary school principals in Shahriar City, and purposeful sampling was employed. Semi-structured interviews were conducted with 15 principals. To ensure the validity and reliability of the interviews, two methods were used: participant review and expert review by non-participating specialists. The data obtained were analyzed using conventional content analysis in three stages—codes, subcategories, and categories—using MAXQDA 18 software.

In the obstacles section, Learning-Centered Leadership was categorized into five themes: bureaucracy and inefficiency, leadership challenges, barriers to research and learning, motivation and empowerment, and social and economic issues. Research Motivation was classified into six themes: lack of motivation in research, managerial and structural challenges, research barriers and difficulties, training and skill development, misaligned needs, and research challenges. In the strategies for implementation section, Learning-Centered Leadership encompassed four categories: inspiration and support, effective educational management, collaboration and interaction, and problem-solving culture. For Research Motivation, four categories were identified: addressing teacher motivation in research, research and educational infrastructure, research leadership and management, and pragmatism and innovation in research. In terms of outcomes, Learning-Centered Leadership resulted in six categories: transformative learning, applied research, overcoming budgetary constraints, addressing educational and teaching challenges, improving school technology, and enhancing the overall education system. Research Motivation yielded four outcomes: growth in research and education, improvement in teaching and learning methods, development of specialized skills and collaboration, and resolving social issues.

Educational leaders in primary schools can foster research motivation in teachers by engaging them in school learning activities.

Research on the effect of organizational trust on employees' organizational citizenship behavior has been conducted for many years, but the effect of the internal mechanism for organizational trust on organizational citizenship behavior has not been well investigated. Based on social exchange theory and organizational identity theory, this study examined the effect of organizational trust on organizational civic behavior and showed the mediating role of emotional intelligence from the cognitive and psychological perspective of employees.

This research used a two-wave and multi-source strategy to validate hypotheses with 163 valid questionnaires among teachers. For this purpose, a sample size of 163 people was estimated from the population of 282 secondary school teachers in West Islamabad using Cochran's formula and the samples were selected by simple random method. The research data collection tool includes three standard organizational trust questionnaires by Kanawattanachai & Yoo (2002); Organizational citizenship behavior was Bell & Menguc (2002) and emotional intelligence Siberia Schering (1998).

The results of empirical analysis using structural equation modeling showed that: emotional intelligence plays a mediating role between organizational trust and organizational civil behavior. Organizational trust has a positive effect on teachers' organizational citizenship behavior. Organizational trust has a positive effect on teachers' emotional intelligence. Emotional intelligence has a positive effect on teachers' organizational civic behavior.  

The results of this study deepen the understanding of organizational trust and have important practical implications for improving the organizational citizenship behavior and emotional intelligence of teachers.

In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.

The present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators.

The self-development competencies of teachers were categorized in five dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.

This research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning.

The present study was conducted with the aim of identifying and explaining the concept of "reparation Narrative" in order to shape the true self of teachers in the curriculum based on autobiographical identity.

In terms of the data collection method, the research is of a qualitative type with an exploratory nature. In this study, in the framework of the qualitative approach, the narrative research method was used with an emphasis on thematic analysis.The research field included 12 teachers with experience between 5 and 20 years in West Azerbaijan province in the academic year of 1402-1403, which was selected by the purposeful sampling method of the desired type and data collection continued until its saturation. In line with the implementation of the research, reparation narrative was Description and explained as an open attitude of continuous improvement in the teaching activities for teachers. In order to collect information, in-depth narrative interviews were used, in which the teachers' personal experiences were emphasized individually, in such a way that the teachers based on the nature of subjective experiences of lesson concerns, which are considered a stimulus for more activity, draw a work plan in line with resolving the deficiencies and compensating them in the form of narratives were discussed in a reflective manner. To validate the obtained findings, techniques such as researcher self-review, member control method and systematic comparison method were used in data recording.

The findings showed that 7 components of publishability, comprehensibility, curriculum discourse creation, and philosophizing, intellectual property, motivationalism, and teacher conceptualization are the main codes, which are effective with 21 core codes and 131 primary codes in the framework of the reparation narrative process in the direction of the real self-development of teachers in curricula. Reparation narrative is ability that teachers can acquire a progressive mindset towards their teaching activities. As a result, teachers are in a dynamic situation by reparation attitudes in their profession and narrating the performance or functions of the lesson that can bring them to the real self determined in the curriculum, and they try to implement the curriculum to separate the individual's reality from the defined ideal self and internalize what is related to their core identity. Therefore, as reparation narrative deals with the development and completion of the real self of teachers, it gradually makes the goals of the ideal self a part of the real self by achieving its components, an identity that was defined before, but with the passage of time and the compensation of teaching capabilities It becomes real and forms the autobiographical nature of teachers.

The results show that the educational system should seek to develop the narrative skills of teachers as a developing mentality in the field of curriculum activities and try to define the reparationary nature of the narrative in the framework of the process of recreating the role of teachers in the curriculum.

The purpose of this study was to analyze the features of the populist approach in formal and public education from the perspective of teachers in Kurdistan province. To achieve this goal, documentary/bibliographic and descriptive-analytical methods along with descriptive content analysis were used. The instrument used for data collection was a researcher-made questionnaire. The findings were classified under six themes, twelve categories and twenty-eight concepts. The concept of populism in the discussion of “common people” was derived from the findings to indicate an inability to change behaviors with the use of learnt materials. The quality of being common depends on the information possessed by the person, the type of insights and beliefs he holds and the culture in which he lives. Teachers' approach to populism in formal and public education is characterized by resistance to change, traditional thoughts, lack of reflection, and lack of progress. For this reason, the education system under scrutiny is recommended to focus on modifying its teachers’ perspectives and attitudes.

To determine the characteristics of peace literate teachers from the experts’ perspective, a number of university professors, peace education activists, and high school teachers were interviewed. The interviews were semi-structured and the number of the interviewees reached 15 by the time a theoretical saturation was obtained. The collected data were coded and analyzed. To ascertain the validity of the findings, all aspects of the study were reexamined. The most important characteristics of peace literate teachers can be categorized in two: basic beliefs on peace, and personality characteristics. According to these experts, a peace literate teacher believes in peace and actively pursues it, while respecting others, the environment, the nature, and the beauty therein. They are also receptive to criticism while being able to critically evaluate situations and help students to do the same.

This study aimed to compare the effectiveness of Positive Psychology Therapy, Acceptance and Commitment Therapy (ACT), and their combination with the mystical teachings of Rumi on the flourishing of female high school teachers in Tehran. This research was conducted using a causal-comparative design. The statistical population consisted of all female high school teachers in public schools in Tehran during the 2022-2023 academic year. A multi-stage random sampling method was used, and 68 teachers voluntarily participated in the study. They were randomly assigned to three experimental groups and one control group. The experimental groups received Positive Psychology Therapy, ACT, or a combination of both therapies enriched with the mystical teachings of Rumi. Each group participated in 8 sessions of intervention, while the control group received no intervention. Data were collected using the Flourishing Questionnaire (FQ) and analyzed through repeated measures ANOVA. The results indicated that all three interventions had a positive effect on increasing the teachers' flourishing. However, the combination of ACT and Positive Psychology Therapy with the mystical teachings of Rumi had a greater impact on flourishing compared to the other groups. This combined approach was particularly effective in enhancing positive emotions, commitment to values, and meaning in life. The findings of this study suggest that integrating psychological and spiritual teachings can serve as an effective strategy for enhancing psychological flourishing and improving the quality of life for teachers. This combined therapeutic approach is proposed as a novel model that can be implemented in educational and therapeutic settings.