professional competency

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 was conducted to design and validate a model for disclosing and sharing teachers’ tacit knowledge in order to improve their professional competencies in the form of a conceptual model. A qualitative approach and the grounded theory method were used for this purpose. The participants of this research included 20 experienced elementary school teachers with over 15 years of experience from Yasuj, Iran, who were selected through theoretical purposive sampling. Research data were collected through semi-structured interviews. The data analysis method was based on the three-step coding pattern of the grounded theory. Based on the results of this study, 34 main categories were extracted, including ten concerned with the tacit knowledge formation process, 14 with the tacit knowledge disclosure and sharing strategies, and ten with the disclosure and sharing consequences. Finally, after extracting the main categories and determining the central category in the selective coding stage, a paradigm model was developed that entailed conditions, processes, interactions and consequences. The results obtained from the validation of the model based on expert opinions and the Delphi technique demonstrate the good validity of this model.

The purpose of this research was to identify the professional competencies needed by the heads of departments in universities and higher education institutions through the review of studies conducted in this field. The current research was done with a descriptive-analytical approach and using the method of document-library study. In this regard, using the systematic review method, all the sources related to the professional competence patterns of the managers of educational groups in universities and higher education institutions during the years 2000 to 2023 were investigated. Initially, the number of these sources was 3725, of which 135 sources were selected based on the title. Then 67 sources were selected based on the abstract, and finally 35 sources were studied as related sources. Then, by using interpretive analysis method, it was tried to identify and classify the professional competencies of the managers of educational groups of universities and higher education institutions. The results obtained from the analysis of various information sources indicate that the most important competencies of the managers of educational groups of universities and higher education institutions include individual competencies (personal competence and moral competence), managerial competencies (self-management, Human resource management, executive management, and cognitive competencies), professional-specialized competencies (educational, research, and information technology), and trans-organizational competencies (awareness of politics, cultural intelligence, and economic insight).

The purpose of this study is identifying the competencies of Educational leaders  in the education system of the Iran country. The research method, was applied in terms of purpose, and exploratory in terms of gathering information. The statistical population includes education experts and educational leaders and teachers of South Khorasan province. The research method in the qualitative part was phenomenology and in the quantitative part, it was descriptive analytical method. In the qualitative part, the sampling method was purposeful that continued to the saturation level, and in the quantitative part, it was a cluster random method. In order to collect data, a semi-structured interview was used in the qualitative phase. In order to validate the data in the qualitative part of long-term conflict (flow), confirmation by the subjects and questioning and searching of colleagues were used. In order to ensure reliability, two methods of coding by the second coder and decoding were used. a researcher-made questionnaire was used in the quantitative phase. quantitative assessment was done by using content validity ratio (CVR) and content validity index (CVI). Also, for reliability of the questionnaire  used Cronbach's alpha coefficient by value of 0.95 was confirmed. In the qualitative part, the data was analyzed using the Collaizi’s method, and in the quantitative part, the Second order confirmatory factor analysis was used to confirm the qualitative findings. Based on the results of the data analysis, the professional competences of the educational leaders was categorized in 5 fields of knowledge including: specialized knowledge of teaching, educational knowledge, educational supervision and guidance knowledge, management and leadership knowledge, organizational knowledge, and information and communication technology knowledge. ; Skills include: teaching skills, educational planning skills, educational evaluation skills, information and communication technology skills, appropriate communication skills, time management skills, documentation skills, people participation skills, people development and empowerment skills, knowledge management skills, work skills Group, continuous learning skills, leadership skills and research skills; Abilities include: systemic thinking, critical thinking, logical thinking, creative and innovative thinking, reasoning ability, analytical thinking. Features include: flexibility, authority, Reception, honesty, good ethics and concern; Attitude including self-development and other-development attitude, service attitude, and research attitude were identified.

The purpose of this study was to Planning a Framework for Entrepreneurship Workshop for Professional Competency Promotion of Urmia University Faculty Members Based on Entrepreneurship National Organization Standards and its Evaluation Experts. Methodologically, this study was a "mixed" exploratory study. The statistical population were three group including all faculty members of University, curriculum planning specialists, and entrepreneurship specialists of Urmia universities. The data collection tool was a researcher-made questionnaire that was sent to all individuals. After the necessary follow-ups, in some cases, contact with individuals, we received 27 questionnaires from curriculum specialists, 261 from university faculty members and 49 from entrepreneurship specialists. In designing the proposed curriculum for workshops extracted and suggested features were categorized in three areas including "cognitive", "emotional" and "skills". Finding showed that there were about 11 features for the "objectives" element of the workshop curriculum, 13 features for "content", 12 Features for "learning activities", 18 features for "teaching methods", and 9 features for "evaluation". Descriptive statistics were used to examine the views of different groups on the proposed features and Chi-square test was used to validate the proposed framework; Statistical analysis was performed using SPSS software and Visio software was used to draw the final pattern. Findings showed that the validity of the proposed framework is valid for the sample groups. It is suggested that the obtained findings be used to develop the curriculum of entrepreneurship training workshops for faculties.