perception

 The aim of the current research is to phenomenological analysis of teachers' perception of the teaching process in the student social network (Shad). In the current study, the qualitative method and phenomenological approach and the seven-step model (Colaizzi (1978) were used to investigate the perception of teachers. The purpose of phenomenological research is to describe the lived experiences of life in the same way that it happened in life. The statistical population of the present study includes all primary school teachers of Kermanshah city (three areas of education) who had virtual teaching in the student social network (Shad) in the academic year of 1401-1401. Theoretical data saturation was used to determine the sample size. This means that the sample selection process continued until no new data related to the subject (teaching process) was obtained and it was repetitive and redundant (Gall, Borg & Gall, 2014). The statistical sample of the research includes 18 teachers (9 male and 9 female teachers) active in the Shad network, who were selected purposefully. The tool and method of data collection in the current research is an interview that was conducted using in-depth and semi-structured questions. During the semi-structured and in-depth interview, open and semi-structured questions were used, so that the participants were completely free to answer the questions, and the researcher's duty was to control the direction of the answers so that they do not deviate from the main path. Strabert and Carpenter method was used for data analysis (cited by Adib Haj Bagheri & et al, 2011). In order to measure the validity and reliability of the data, the reliability criterion (Guba & Lincoln (1994) was used, which includes four criteria of believability, transferability, dependence or reliability, and dependability. The analysis of the data obtained from the interviews led to the identification of two categories of effective teaching characteristics and required professional competencies and nineteen main themes. Based on the analysis of teachers' perception, the characteristics of teaching in the Shad network include having a lesson plan, using interactive teaching techniques, providing continuous feedback, students' participation, strengthening the motivation to learn, respecting individual differences, using educational technologies, providing various assignments, strengthening the spirit of inquiry and research. Based on the number of repetitions of each category by the participants in the interview, the characteristics of having a lesson plan, using educational technologies, strengthening the spirit of questioning and research, and providing continuous, accurate and timely feedback were identified as the most important characteristics of effective teaching. The findings of this research are consistent with the research results of Mirzaei (2022), Alemorad (2017), Santrock (2008), Mohamed & Shinobu (2019), and are not against the results of any research. In line with the above findings, (Santrock, 2008) states that effective teaching is not like a stretchy socks that fits every foot size due to the specific complexities and individual differences of students. The teacher should be fluent in all kinds of attitudes and teaching strategies and be flexible in their application. Also, Kelly (2002) believes that teachers should be professionally prepared to provide technology-based learning opportunities for students. In fact, the main person in helping learners to access technological capabilities are teachers. Another finding of the research was about the professional competencies required by teachers to teach in the Shad network, which includes technical, cognitive, operational, collaboration, virtual needs assessment, virtual classroom management, creating an attractive virtual environment, virtual lesson plan, changing the audience's perspective and creativity in teaching. Based on the number of repetitions of each category by the participants in the interview, the features of cognitive competence and electronic content production, virtual classroom management, virtual lesson plan, technical competence and media literacy and operational competence were among the most important competences identified. The findings of this study are consistent with the results of Mirzaei (2022), Moradi & Zarghami Hamrah (2021), Anwar Ali (2017), Mott (2018) and do not contradict the results of any research. In line with the above results, Robyn (2020) (2020) believes that in the era of Covid-19, the effectiveness of virtual education depends on the level of improvement of the virtual teaching qualifications of teachers in the areas of transferring curricular concepts, Understanding the importance and the inevitable necessity need for of virtual education in the days of Corona, strengthening the level of knowledge and information about virtual space, creating motivation and interest in effective teaching in virtual space, strengthening the technical and software infrastructure of virtual education, the way of interacting with students and their parents and improving the feeling of security and improving the technical level of working with cyberspace. In the end, it can be concluded that Fava has a great potential to create fundamental changes in teaching approaches and methods. In line with the growth and development of new technologies in developed societies, other developing societies are also thinking of optimal use of new information and communication technologies in various fields, especially education in the post-corona era. Therefore, electronic teaching is not a new concept, but its application in a happy context in all academic courses is a new concept and requires more attention and appropriate investment from the policy makers of the educational system to should take action regarding the empowerment of teachers and principals as the main implementers of teaching through acquiring and improving the knowledge of electronic teaching and equipping them with the skills of virtual teaching professions. Therefore, choosing Shaad network as a complementary teaching environment in the post-corona era requires the acquisition of specialized teaching techniques and skills and the improvement of their professional qualifications in the field of electronic education. Finally, it can be suggested that in the post-corona era, all teachers should be evaluated and graded in terms of the level of e-teaching skills and the level of professional skills and competencies required for e-teaching, and after the evaluation and needs assessment, specialized courses should be given to the teachers who lack the skills and tried to make them professional in electronic teaching as well as in traditional teaching, and this should be taken into consideration in career evaluation and promotion of teachers.

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

The present study was conducted with the aim of identifying stressful factors perceived by teachers in first secondary schools. This research was a qualitative and descriptive phenomenological method. The studied society was formed by all the first secondary teachers of Kermanshah city in 1402-1403. The sampling of this research was non-random and purposeful. In order to achieve the goal of the research, a semi-structured interview was conducted with the teachers and the data continued until saturation, that is, 12 teachers. Data analysis was done by Claysey method. Reviewing and analyzing the data from the conversation with 12 teachers in the field of their stress and concerns in the school, led to the identification of 6 general themes of student misbehavior, the problems of the principal and assistants, the problems of the teacher, the number of students, teaching in the outskirts of the city. And the educational base. The obtained themes of the misbehavior theme include 5 sub-themes of fear of the consequences of punishment, strict classroom management, rumination, teaching disorder, confusion; The problems of the manager and deputies include 5 sub-themes of the coalition, weakness in authority-seeking, insufficient support and support, excessive skepticism and lack of coordination and agreement; For the problems of the teacher's lesson, three sub-themes are not paying attention to the desire of the learners, stricter control and the content of the book; The themes obtained for the number of students are two themes: not respecting the distance with the teacher and making more noise; Teaching in the outskirts of the city includes two themes: few facilities and many negative emotions; In the main theme of the academic foundation, 4 sub-themes of communication with virtual networks, anti-social values, larger body and moral problems were identified. The results of the data showed that students' misbehavior, then teaching in the outskirts of the city, and then the principal and assistants are the most stressful factors for teachers.

Inclusive education is the right of every child, regardless of special needs, and they should benefit from it. The teacher has a leading and active role in inclusive education. This study aimed to present the factor structure and reliability of a questionnaire for the assessment of teachers’ perceptions about their preparation to support inclusive education.

The methodology of this research was a descriptive survey method. The statistical population of the study consisted of all primary school teachers in Tehran who were working in the academic year 1401-1402. 464 teachers who were selected based on a multi-stage cluster sampling method responded to this 19-item questionnaire (CEFI-R).

First, the questionnaire was translted into Farsi. Then it was back translated into English and again into Farsi. Its validity and language was also approved by some experts in the field. To investigate its construct validity, using exploratory factor analysis, 4 factors including (diversity, methodology, support (supporter teacher), and participation in society) were obtained. Using confirmatory factor analysis, the factor loading of all items was higher than 0.3, which makes the items and variables suitable for this research. To estimate the reliability of the questionnaire, Cronbach's alpha coefficients for the dimensions of the questionnaire and its totality were calculated which were 0.78 to 0.85 respectively.

results showed that this instrument is suitable for measuring the level of preparation of primary teachers for the implementation of inclusive education in Iran.

Objectives and questions:

 In recent years, interest and support for a type of measurement that is less common has been aroused, and that is original measurement. The original measurement is different in its form and implementation, but it is not different from the common forms of measurement, density and formation measurement that are used today. Authentic assessment focuses and relies on the existence of connections between the real world outside the school and the school environment itself. Authentic assessment is an assessment task that has value and meaning for the student beyond the grade obtained. Authentic assessment is a concept popularized by among others that students engage in the use and application of skills and knowledge to address real-world problems or potential situations and give the assignment a sense of authenticity. With the concept of authentic measurement, its tools and types, there is a need to conduct research in this regard, considering the novelty of its concepts. The purpose of the current research is to develop and validate two questionnaires on the extent of teachers' use of authentic assessment and teachers' perception of authentic assessment. Therefore, the following research questions have been raised: 1) what is the level of perception of high school teachers about the concept of authentic assessment? 2) What is the rate of use of the principles of authentic assessment by high school teachers? 3) What difference do demographic variables such as gender, teaching experience, level of education, service area, and type of employment make in teachers' perception or use of the concept and principles of authentic assessment?

In this research, a quantitative research approach with a survey strategy was used. The statistical population consists of all teachers of the theoretical second secondary level (certain formal, formal experimental, contract and teaching rights) working in the dual education and training areas of Sanandaj city in the academic year 1401-1400. The sample people in this research were selected by two-stage cluster sampling method, so that in the first stage, 20 schools were randomly selected as a cluster out of 83 secondary schools, and then they were randomly selected from this school according to the number of their teachers, in order to estimate the sample size of Cochran's formula was used, and the number of 200 subjects was determined. Descriptive statistics and inferential statistics methods were used to analyze the quantitative data collected by questionnaire. In the descriptive statistics section, the frequency and percentage as well as statistical indicators such as mean, standard deviation, minimum, median, maximum and skewness coefficient have been used, and in the inferential statistics section, the one-sample mean test using Student's t-distribution, comparison test The average of two independent groups was used using Student's t distribution and the comparison test of the average of several independent groups was used using one-way analysis of variance and Pearson's correlation coefficient test.Data collection tools: To collect data from two questionnaires created by the researcher under the headings A- Questionnaire on the extent of teachers' use of authentic assessment and exploratory factor analysis using principal component analysis method with Varimax rotation, and the results of the above table show that 8 factors have special value There are more than one, the highest eigenvalue is equal to 14.62 and the lowest eigenvalue is 1.08. The first factor accounts for 28.66% of the variance and the eighth factor accounts for 2.12% of the variance, and eight factors together account for 68.56% of the variance of the questionnaire. B- The teachers' perception questionnaire was used in the classroom. Two methods of test-retest and Cronbach's alpha have been used for reliability. Exploratory factor analysis was performed using principal component analysis with varimax rotation. The results show that 7 factors have an eigenvalue greater than one, the highest eigenvalue is 11.22 and the lowest eigenvalue is 1.09. The first factor accounts for 28.78% of the variance and the seventh factor accounts for 1.092% of the variance, and eight factors together account for 70.75% of the variance of the questionnaire.

 The level of perception of high school teachers about the concept of authentic assessment was more than average and with the findings of the researches that expressed the attitude and understanding of teachers about authentic assessment, it is significant. The amount of use of the selected sample teachers of authentic assessment principles was also more than average and it was in line with the findings of previous researches, he reached the conclusion in his study in Indonesia that the use of authentic assessment among teachers is more than average.

The obtained results indicated that the level of perception and use of authentic assessment of male and female teachers was equal, that is, gender had no effect on it. The results of this finding are also in line with the results of previous findings which showed that gender has no effect on teachers' perception and use of authentic assessment. The level of perception and the amount of use of authentic assessment was also the same in the teachers of district one and two of Sanandaj city, which indicates that the district did not affect the level of perception and the amount of use of authentic assessment. The level of teachers' perception and use of authentic assessment was equal in teachers with associate, bachelor, master and doctorate degrees and teachers with different employment methods. That is, the educational qualification and type of employment of teachers did not affect the level of perception and the amount of use of authentic assessment. In the examination of the work experience of the teachers, the result is that there is no significant linear relationship between the work experience of the teachers and the level of perception and the amount of use of authentic assessment, that is, the amount of work experience of the teachers did not affect the level of perception and the amount of use of authentic assessment. The results of this finding are also in line with previous researches that stated that work history and experience have no effect on professors' attitude and use of authentic assessment.

This research was conducted with the aim of investigating the students' perception of the quality of the learning environment and climate in the shahid Rajaei Campus of  Farhangian University.

In this study, descriptive-survey method was used. The statistical population was 477 students of Shahid Rajaei campus (Department of elementary education), A sample of  245 was selected by stratified random sampling. The instrument used to collect data was the Roff  et al questionnaire, The content validity of the questionnaire was confirmed by experts, Cronbach's alpha coefficient was 0.90,  which indicates the reliability of  the questionnaire. Descriptive statistics (mean, standard deviation), t and chi-square were used to analyze the datas.

The findings of  the research showed that the perception average of the students of  the educational climate  and social conditions of education was lower than the average, and their perception of  the quality of learning, teachers' evaluation and their academic ability was higher than the average.

Farhangian University, should strive to create a better image of the university.

The present study was conducted with the aim of "Perception of Arak University faculty members from virtual education in the period of Covid-19 19". In terms of purpose, it is applied and with a qualitative approach of phenomenological type. Potential participants in the present study were all faculty members of Arak University who participated in the present study using the saturation method of 21 people and the questions were asked through semi-structured interviews in approximately 32 to 70 minutes. Data were analyzed using content analysis technique. The content analysis of the interview data resulted in 164 basic themes, 14 second stage organizing themes, 5 first stage organizing themes and 1 comprehensive theme, based on which was the life experience of Arak University professors from virtual education during the prevalence period. Virtual education as an opportunity, lack of technical-social context required for virtual education, insufficient preparation of teachers, reduced quality of education and negative psychological consequences. According to the obtained results, it can be stated that Corona pandemic on the one hand has increased the skills and educational experience of all stakeholders and on the other hand has caused physical and psychological injuries; Therefore, according to the themes discovered from the lived experience of the faculty members of Arak University, it is possible to provide virtual education in a qualitative manner.

the aim of the research is to investigate the relationship between teachers' perception of synergistic leadership style and innovative performance with the mediating role of job self-efficacy and job independence. The type of research was descriptive-correlational, and the statistical population consisted of 3327 teachers in Kashan city that by using Morgan's table and stratified random sampling method 337 people were selected as a sample. The research tool included four questionnaires of synergistic leadership (Yousof Boroujerdi et al, 2021), innovative performance (Scott & Bruce, 1994), job independence (Zare Ahmadabadi et al, 2018) and job self-efficacy (Wilk & Moynihan, 2005). The reliability of the questionnaires was estimated through Cronbach's alpha coefficient of 0.99 for synergistic leadership, 0.89 for innovative performance, 0.96 for job independence, and 0.88 for job self-efficacy. In order to analyze the data, statistical software such as SPSS and Smart Pls were used at the descriptive & inferential levels. The results showed that the mean of all four variables of synergistic leadership, innovative performance, job independence and job self-efficacy was above average. Path coefficients showed synergistic leadership with (Beta=0.14, P=0.003), job independence with (Beta=0.575, P=0.001) and job self-efficacy with (Beta= 0.28, P= 0.001) has a positive and significant effect on teachers' innovative performance. Therefore, it can be concluded that if teachers have a positive perception of synergistic leadership, they will have more job independence and self-efficacy. The synergistic leadership by increasing job independence and self-efficacy can help to increase and improve the innovative behavior of teachers.

Stakeholders’ knowledge is one of the essential elements of biodiversity management. This research assesses local communities’ knowledge and its impact on the perceived biodiversity loss in the Sorkhabad Protected Area of the Zanjan Province using a quantitative (descriptive-correlational) methodology. A sample of 250 out of all rural households dependent on the protected area (N = 5095) was identified using Cochran's formula as the sample size who were selected by a multi-stage random sampling technique. The results showed that the respondents' knowledge about the ecosystem services and the challenges of biodiversity was at high and moderate levels, respectively. The results of regression analysis showed that the variables of knowledge about ecosystem provisioning services, knowledge about the impact of human factors related to unsustainable local community activities on biodiversity, knowledge about the impact of poor community livelihood conditions on biodiversity, knowledge about the impact of factors related to ineffective intervention conditions on biodiversity and knowledge about the impact of natural hazards to biodiversity accounts for 52 percent of the variance of perceived biodiversity loss in the protected areas.

Concerning the legislative role of members of parliament in Iran, the present paper aimed to identify factors affecting their perception during passing laws through a behavioral approach. Sampling was carried out via judgmental method and was continued till reaching saturation. Semi-structured interviews were conducted with parliament member. The answers to interview questions in addition to documents such as negotiation proceedings were analyzed. Employing grounded theory, codes, concepts and categories were obtained as a result of data analysis. Five propositions were obtained after linking three categories at selective coding stage. Data analysis found personality, education, experience, personal feelings, emotions and feelings as individual factors affecting perception of MPs. Perceptions, the main category of research consists of direct and indirect perception as two subcategories and sense making, sense breaking, and sense giving as its concepts.

This research was conducted to identify student-teachers perceptions of the goals and duties of the Farhangian University Council in Bushehr province in Iran.
Research

The research method in this study is qualitative. For this purpose, 24 faculty managers, professors and student-teachers were selected using the targeted sampling method. To identify the categories of student teachers' perception of the goals and duties of the union council, the components of student-teacher perception of the goals and duties of the union council were identified and extracted from the method of thematic analysis. The research tool was a semi-structured interview that continued until saturation.

Finally, 5 components were coded, analyzed and drawn as a network of themes using Stirling's Atriad method. The validity of the research was obtained by using the auditing technique by the referee. To calculate reliability, coding was done by reading the interviews conducted line by line manually in two stages and after the completion of coding, the results of these two codings were compared with each other. The reliability rate of recoding was 85.7. After coding and data analysis, 50 basic themes were extracted. From these basic themes, 11 organizing themes and finally four inclusive themes including: "perceptual skills", "management and organizational structure of the university", "participation in efforts" and "ethical attitudes" which form the model of student teachers' perception of the goals and duties of the Union Council of Farhangian University were identified.

It is very important to pay attention to the dynamic life in teacher training universities, to consider the internal perceptual characteristics of people such as desires, to participate in the pursuit of student rights, to strengthen cooperation spaces, to try to identify the plan and eliminate the union defects of students, to respect them and the participation of teachers in Welfare affairs, physical education and educational services are among the things that are related to the issue of their perception and maintenance.

The purpose of this research was teachers' perception of how the primary school curriculum reflects the multicultural phenomenon.

Qualitative research method, qualitative case study and potential participants included 20 teachers of education.The sampling approach was purposeful and the method of sampling key experts. Data collection continued until theoretical saturation was reached. The research tool was not a structured interview.

He discovered two overarching themes of cultural gap competence, development of multicultural awareness, as well as ten organizing themes and fifty-one basic themes about teachers' perception of how the primary school curriculum reflects the multicultural phenomenon.

One of the characteristics of culture is that it can be learned, and in order to prevent its destruction, it is important to transfer it from one generation to another. Education and especially teachers play an important role in transferring culture in the correct way and choosing appropriate cultural elements. Cultural independence and cultural reconstruction of each country are affected. In fact, today's teacher has a cultural responsibility in the society.

The first version of the multifaceted fluid intelligence test for children (MMFIT) was conducted with the aim of building and standardizing different dimensions of fluid intelligence in 7–9-year-old students. The theoretical basis of this test is Kattle-Horn-Carroll (CHC) theory and Sternberg's theory of successful intelligence (2021).

The current research method was descriptive and exploratory in terms of mixed method and fundamental in terms of purpose. For this purpose, 621 students from non-profit schools of 5 educational districts of Tehran, 5 districts of Tehran (1, 3, 6, 5, 18) including northern, central, southern, eastern and western regions using cluster random sampling method. They were selected step by step.

Structural equation modeling, exploratory and confirmatory factor analysis were used to analyze the data. The results of exploratory factor analysis using spss 23 and lisrel software on 130 final questions, a 6-factor model including knowledge (general, personality, emotional, social, cultural, managerial, economic, spiritual, sports and technical), perception (form of context, shape recognition, visual completion and perceptual sequence), reasoning (visual, maze, matrix and mental calculations), attention (one-dimensional, multi-dimensional and geometric), memory (visual, auditory and numerical) and processing speed (visual processing, It showed the symbols, letter sequence. Structural equation modeling and confirmatory factor analysis using lisrel software also confirmed the fit of the 6-factor measurement model. Cronbach's alpha coefficients showed that these factors had good reliability.

By using this test, students' different abilities can be identified, with appropriate training to the identified abilities, they provide the necessary ground for the flourishing of students' talents and academic progress, and provide the path to a happy life.

The purpose of this study is to identify and explain the effectiveness of educational and interpretive programs offered to tourists in the Miankaleh Protected Area. The method of this research is descriptive-analytical based on survey. The method of data collection was through questionnaires and interviews. The statistical population of this study includes tourists who visited Miankaleh region in the form of tours in autumn and winter and benefited from educational and commentary programs. Also, based on the Cochran sampling formula, the sample size was 250 tourists and the sampling method in this study was simple random. The collected data were analyzed by one-sample t-test and correlation statistical tests. The results of this study indicate that the training and interpretation services provided to tourists by the local tour guide have a favorable effect on knowledge, attitude and short behavior. It has had a long-term and long-term environmental environment for tourists, so that the one-sample t-test confirms the average above the average of the above variables and its significant difference with the average, at the alpha level of less than 5%. . On the other hand, there was a significant direct correlation between the variables of knowledge promotion, strengthening environmental attitudes and environmental behaviors of tourists. Therefore, the educational and interpretive programs provided by the tour guide have played a very important role in improving the level of knowledge, strengthening environmental attitudes and positive short-term and long-term environmental behaviors.

This study was developed to analyze the effectiveness of play in childrenchr('39')s participation. The research method in the present study is applied and survey. In this regard, in order to collect data, field observations, questionnaires, and site visits are used. The sampling method was randomly completed using Cochranchr('39')s formula and a questionnaire was completed by 92 children aged 7-12 years. Data analysis was performed to evaluate the effect of symbolic, educational and collective games and childrenchr('39')s participation in childrenchr('39')s perception in Sajjad neighborhood of Mashhad, Khorasan Razavi province using a combined method using two types of quantitative and qualitative data with a sequential approach. In data analysis to evaluate the effect of role play in participation after data collection, the data were analyzed by one-way analysis of variance (ANOVA), Kolmogorov-Smirnov hypothesis test and the significance level of the indicators using Spearman correlation. Cronbachchr('39')s alpha was used to evaluate the reliability, which indicates a reliability coefficient of 0.924. In the analysis of qualitative data, childrenchr('39')s drawings have been examined. The results of the study indicate that the use of appropriate contexts for childrenchr('39')s play has a significant impact on childrenchr('39')s participation. Differences in childrenchr('39')s age groups make a difference in how important they are to environmental qualities. The age group of 7-9 years old is interested in painting and playing games and pays attention to facilities and equipment, sense of place and participation, while the age group of 10-12 years old is more interested in painting, singing and playing ball, and they They pay attention to identity and diversity in urban spaces

The goal of this research is to teach computerized mathematical concepts to improve visual-spatial perception in students. We also compare this method's effectiveness with classic methods on improving visual-spatial perception.The method of doing this research is semi-experimental using pretest and posttest with the control group. In this research, the population is the second and third grade students studying in public schools of Tehran in 2016-2017. The sample of this research includes 45 students who were selected by random sampling with random replacement methods. 15 students among these 45 were placed in a software training experimental group; 15 students were placed in classic training experimental group, and 15 students were placed in the control group. Kolmogorov-Smirnov test, Shapiro Wilk, independent t-test, and covariance were used to analyze the data. Frostig  test for visual-spatial perception was the tool for gathering data in this research. Covariance analysis results proved that visual-spatial adjusted averages of the electronic group with the difference control of 22.93 shows a number which is significant at .001 level. After summing these conclusions up, it can be stated that this hypothesis has been proved and training through educational program of teaching computerized mathematical concepts could be effective in improving students’ visual-spatial perception. It should also be noted that comparing Frostig adjusted averages between classic group and educational program group shows a difference of 11.130 which is significant at .001 level. In these differences, educational program group's average is always more than the classic group's average.

The purpose of this study was to examine the role of learning environment perception's dimensions (contextual), dimension of self-regulation (cognitive-motivational) and social anxiety (cognitive-emotional) in learning second language. This research was descriptive (correlation). The statistical population of the study included all high school female students in Yazd in the academic year of 1396-97. Participants of the study included 305 third year high school students who were selected based on Cochran formula and cluster random sampling. Ryan and Connel's self-regulation scale, Watson's and Freid's social anxiety, and Fraser and et.al learning environment perception scale were used to measure the research variables. The results of step by step regression revealed that among components of learning environment perceptions, student's affiliation, justice and student's involvement, and among the dimensions of academic self-regulation, external regulation and identification predicted learning the second language positively and social anxiety predicted learning the second language negatively. Overall, findings of this study indicated that positive perception of learning environment, the promotion of self-regulation and the reduction of social anxiety of students through the creation of intimate and uncompetitive atmosphere could increase second language learning.

If professional competencies were of any importance in any educational environment, they would be clearly and emphatically covered in teacher training and in-service training programs in that environment, leading to a common perception among both working teachers and student-teachers. To explore this situation here in Kordestan, a group of 16 student-teachers and 15 working teachers were interviewed in a semi-structured manner. Data analyses led to the identification of themes and their classification across both groups. Comparison of the two sets of data reveals that the student-teachers perceive professional competency to be having a teacher’s characteristics, professional preparedness, response to the changing environmental demands, and the ability in interacting and communicating with others positively. The other group, on the other hand, perceive competency as being able to impact the environment and the potential beneficiaries, knowledge and ability to communicate positively, appearing in multiple roles, and abiding by the professional principles.