مهارت های حرفه ای

This study aims to identify the key factors influencing the technology-based educational and research efficiency of elementary school teachers, with an emphasis on professional skill development.

This applied research employs a mixed-methods approach (qualitative and quantitative). The statistical population includes experts, specialists, and faculty members of Farhangian University. In the qualitative phase, 30 experts were selected through snowball sampling and interviewed. In the quantitative phase, 300 elementary school teachers and 25 faculty members were selected using the census sampling method. Data collection tools included semi-structured interviews and researcher-developed questionnaires. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using confirmatory factor analysis (CFA).

The qualitative analysis identified six key factors affecting the technology-based educational and research efficiency of elementary school teachers. Socio-cultural factors, including cultural diversity and communication skills, play an important role. Technology-based skills, such as content creation and proficiency in educational software, significantly impact teachers’ effectiveness. Educational approaches and strategies, including modern teaching methods and learning management, contribute to improved instruction. Knowledge and awareness, particularly pedagogical knowledge and familiarity with educational technologies, enhance teaching efficiency. Psychological and personality traits, such as motivation, creativity, and attitude toward technology, also influence performance. Additionally, infrastructure and educational planning, including digital resources and internet access, are essential for integrating technology into education.

The findings indicate that technology-based skills have the highest impact on improving educational and research efficiency, while psychological and personality traits have the least influence. Strengthening professional skills through technology-focused training is essential for enhancing the effectiveness of elementary school teachers.

Considering the important and key role of teachers in the education of students and the future makers of the country, this research was conducted with the aim of qualitative analysis of the components of professional empowerment of student teachers. The method of this research is qualitative and the participants of this research were 15 students and professors of Farhangian University, of which 12 students and 3 professors were interviewed. The tool of this research is an interview that was distributed among the participants through a targeted sampling method. The validity of the research was checked and confirmed in the two stages of designing the interview questions and when coding the data, and its reliability using a constant index. The method of data analysis in this research is open and central coding of interviews and their review. The results of the research showed that the dimensions of empowering student teachers include; Individual factors (enhancement of motivation, power of expression, acquisition of life skills and self-evaluation), environmental factors (improvement of educational and welfare facilities, holding workshops and seminars, creative teaching methods, top and experienced professors), professional skills of the teacher (Skill-oriented teacher training, capable teacher training, creative teacher training, critic teacher training, self-aware teacher training, research teacher training, realistic teacher training, effective teacher training, facilitator teacher training, creative teacher training and skill-oriented teacher training ), constructive interactions (interaction of professors with the university, interaction of professors with students, interaction of students with each other and interaction of student-teacher with teacher, And the content of the curriculum and education (the richness of the educational topics, the more practical lessons (such as internships, information technology, action research, etc.) and the more practical learning) has a direct impact on the training of students and capable teachers. Therefore, the authorities and student teachers should continuously strive to maintain and improve the mentioned dimensions so that the goal of training student teachers and ultimately capable teachers is realized.

The aim of this study was to validate the designed model by the authors to measure professional skills in Iranian English teachers.

Adopting a descriptive-correlational research method, a researcher-made questionnaire based on the developed model was used to collecting data. The sample consisted of 300 teachers (184 females and 116 males) who were selected using the available sampling method and completed the questionnaire online. The validity of the questionnaire was assessed using content validity and confirmatory factor analysis. The reliability was assessed using Cronbach's alpha coefficient.

The findings confirmed that the developed model and the resulting questionnaire have acceptable reliability and validity

the model of professional skills can be used to assess the professional skills of teachers

The aim of this study was to investigate the relationship between cultural intelligence and organizational learning with professional skills of high school teachers. The method was applied in terms of objectives which followed a descriptive correlation design to collect the data. The statistical population consisted of 2018 state high school teachers in Qom province teaching in the second semester of the academic years of 96-97. 252 subjects were selected randomly as the sample in accordance with the Morgan and Krejsi tables. The data was collected from three standard questionnaires: Tabeshfard's Organization Learning, Early and Angle's Cultural Intelligence and Hajizadeh's Professional Skills. The reliability measures considered to be appropriate on the basis of Alpha-Cronbach's were .96, .92 and .94 for the instruments, respectively. The results showed that there was a positive and significant relationship between cultural intelligence and professional skills (r = .536), using the Pearson correlation coefficient, regression, and Fisher test. In addition, organizational learning and professional skills were found to be positively and significantly correlated (r = .969). Finally, it was revealed that organizational learning (β=.963) and cultural intelligence (β=0.44) can significantly predict significant professional skills.

Private teaching and applying expert and experienced teachers by parents in order to enhance the learning quality of students has had a developing growth to the extent that sometimes it led in reducing the teachers professional commitment and decreasing their teaching quality at schools. The aim of this study was to evaluate the implementation of effective math teaching indicators in talented students and public high schools of Isfahān from the viewpoint of students. It was a descriptive-survey research. The statistical population consisted of pre- university students from different educational districts of Isfahān and the research sample consisted of 180 male and female students who were selected using purposeful sampling method. The main research tool was a questionnaire containing 9 components and 49 items (CEQ,2008) and two open-ended questions. The results showed that the talented student and public high school students have estimated the amount of implementation of effective teaching indicators fewer than the medium. All students, regardless of their gender and the type of their schools considered the conflict of thoughts as the best effective teaching indicator. At last, to improve the math teaching quality, there have been some suggestions for the educational authorities; such as developing the interdisciplinary science of math education with its required research on training and the relevant integration of educational sciences with mathematic knowledge. For this purpose, establishing the close relation and collaboration between educational sciences and math faculties could be useful.

The purpose of this study was to compare internet skills and professional skills of Technical and theoretical science teachers in Mazandaran high schools. This descriptive research is done by survey methodology. The population of this research included 10250 Mazandarn high schools teachers. 412 teachers (218 males and 194 females) were selected by using Krejcie and Morgan Table and by multi steps cluster random sampling. The teachers’ internet skills were measured by a multiple choice test which included 10 questions and difficulty coefficient of test was 0.46. Their professional skills were measured by a researcher- made questionnaire in Likert 5 point scale included 20 questions and its alpha coefficient was 0.85. Data was analyzed by t-test for two independent groups, ANOVA, Scheffe test by Spss16. The research results showed technical teachers more than theoretical teachers, male teachers more than females, inexperience teachers more than experienced teachers and younger teachers more than older teachers had internet skills. But there is no meaningful difference between teachers’ internet skills with different level of education. Also, no meaningful difference were observed between the male and female teachers’ professional skills, Technical and theoretical science teachers, experienced and inexperienced teachers, old and young teachers with different education.