teachers

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.

The purpose of this is to explain the model and components of the underground curriculum in Iranian schools, and it intends to specify the different forms of activities and behaviors that are carried out in the research of the underground curriculum in schools and classrooms. The statistical population is the secondary schools of the first period of Ardabil city, out of which 4 schools were selected as the target ones, and the research was conducted using them. Observation tools, narrative and informal interviews, collected and analyzed the necessary data from teachers, students, environment. The data were analyzed by thematic analysis method and 3 general themes of communication were obtained, i.e. verbal and expressive signs, mental signs and practical signs as an underground curriculum in Iranian schools. The research studies of this research, teachers and students have collective beliefs that these beliefs in front of the official statements and rules of schools, there are also many communication and speech signs among students and their things that dominate the spirit of the social atmosphere of schools. Jokes, teasing, which is in everyday behavior, and profanity and using vulgar words in common conversations are examples of these signs. The research of this research is practical signs, after the shadow or underground curriculum in Iranian schools. Cheating of learners, fights among students and staging are activities and events so far from the underground curriculum.

This research was carried out with the aim of identifying teachers' attitudes towards the curriculum of individual ethics education of second year high school students. Descriptive survey research method was conducted based on quantitative data. The statistical population was composed of secondary school teachers with ten years of teaching experience in the fields of curriculum planning, Islamic education and theology in the cities of Khomin and Arak in 1400. According to Morgan's sampling table, the sample size was 103 people who were selected by random quota method. The data collection tool was a teachers' survey questionnaire, which had validity and reliability with coefficients above 0.70. The method of data analysis was the use of descriptive statistics, Friedman test and SPSS software.The results of the research indicated that for the design of this curriculum, they considered the age, individual needs, monitoring of individual behavior, belief in moral values ​​and grooming the moral traits of the learners. In order to design educational goals, teachers considered it necessary to pay attention to the sociological components of cultural heritage, national experiences, present and future needs, current realities and answer to educational environment issues. They had reflected on the elements of the curriculum and its priorities.

Body language plays a crucial role as an effective tool in improving human communication, particularly in educational settings. This study was conducted to examine the factors influencing the enhancement of teacher-student communication, with an emphasis on body language, from the perspective of education specialists and experts.

The research adopted a qualitative methodology based on thematic analysis, designed to explore this topic more deeply and accurately. The statistical population consisted of 23 experts and specialists with over 20 years of work experience in Tehran. Using semi-structured interviews, organizing themes and overarching themes were identified and analyzed.

The findings reveal that teachers' body language is a key factor in enhancing classroom interactions, understanding concepts, and encouraging students' active participation. The results also indicate that teachers, through the effective use of physical gestures, facial expressions, and eye contact, can create a positive and supportive learning environment. Moreover, the impact of body language on students' sense of security and self-confidence in the learning process was highlighted.

Paying attention to teachers' body language can improve the quality of learning, classroom interactions, and students' self-confidence, warranting special focus in educational programs and future research.

 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.

The present study aimed to determine the relationship between organizational agility and organizational climate with the innovative behaviors of teachers in virtual education. The research method was descriptive correlational. The statistical population included all teachers in Mahalat city during the academic year 2023-2024 (700 individuals). A sample size of 248 was calculated using Cochran's formula and selected through random sampling. The instruments used in the study included the Counter Innovative Behavior Questionnaire, Sharifi and Zhang's Organizational Agility Questionnaire, and Halpin and Croft's Organizational Climate Questionnaire. Data analysis was conducted using SPSS version 26. The results of multiple regression analysis indicated that approximately 39% of the variance in innovative behaviors could be predicted by components of organizational agility (flexibility, speed, responsiveness, and competence) and components of organizational climate (inclusive behavior, unsuccessful behavior, cordial behavior, supportive behavior, and directive behavior). Flexibility and speed had a significant positive relationship with innovative behaviors, while responsiveness and competence showed no significant relationship. Inclusive behavior, unsuccessful behavior, cordial behavior, and directive behavior had a significant positive relationship with innovative behaviors. Supportive behavior did not have a significant relationship with innovative behaviors. Among the variables studied, unsuccessful behavior ranked first in predicting innovative behaviors.

Religious education plays a fundamental role in nurturing innate dispositions (fitrah) and fostering religious growth. This study investigates the lived experiences of elementary teachers regarding obstacles in teaching the second-grade Hadiyeh-ha-ye Aseman (Heavenly Gifts) textbook. Using a qualitative approach and descriptive phenomenology, the research focused on elementary teachers in Qom City during the 1403-1404 academic year. A criterion-based purposive sampling method selected 21 teachers, with semi-structured interviews conducted until data saturation (redundancy observed by the 19th interview, but two additional interviews were completed for validation). Inclusion criteria included at least three years of teaching experience in second grade and current teaching at this level. Data analysis followed Strabert and Carpenter’s (2003) method. Peer review and member-checking enhanced validity, while detailed note-taking and meticulous data review ensured reliability. Major obstacles were categorized into four themes: Teacher-related obstacles; Student-related obstacles; Parent-related obstacles; Textbook content-related obstacles, further divided into 21 sub-themes. Recommendations include restructuring the textbook’s chapters, making content more practical, employing active teaching methods, reducing teacher-centeredness, and increasing student participation in learning.

Teachers can improve students ' educational status by teaching effectively. So The purpose of this study was to examine the mediating role of the organizational atmosphere of schools in the relationship between teacher self-efficacy and effective teaching in teachers.

The descriptive research method of the type of correlation and its statistical University was all the teachers of the exceptional schools of the province of Ardabil and the city of Tabriz in 2023, of which 280 were selected by the targeted sampling method; Then they answered the effective teaching questionnaires of teachers Mahmoud and colleagues (2019), the self - efficacy of teacher aschan-Moran and Hoy (2001) and the organizational atmosphere of Halpin and Kraft (1963).. The data analysis was done with the help of SPSS software version 24, Amose version 20 and with the structural equation test.

The results show that the structural model of the research is of good value. The organizational atmosphere of schools and teacher selfefficacy is positively and meaningfully related to effective teaching (P<0.01) and teacher self-efficacy is directly and indirectly influenced by the effective teaching of teachers through the organizational atmosphere of schools.

It seems useful to promote the effective teaching of teachers of exceptional schools and to raise their awareness of the automatic teaching of teachers and the organizational atmosphere of schools and to hold courses based on the automatic teaching of teachers and the organizational atmosphere of schools to improve the effective teaching of teachers.

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 main objective of the present study was to design and present a personal development model for elementary school teachers in Alborz province.

This qualitative study was conducted with a Glazier approach with 15 expert teachers in Alborz province in the academic year 1403-1404 using purposive sampling until the analyses reached theoretical saturation. Data were collected using semi-structured interviews. The analysis method was coding, which was carried out at three levels: open (concept), axial (subcategory), and selective (main category). The concepts and components of the personal development model (123 concepts, 17 subcategories, and 4 main categories) were identified from the interviews and compiled in the form of a model.

Based on the findings obtained in this study, a conceptual model of personal development in elementary schools was drawn.

The results showed that the personal development model of elementary school teachers included 4 key components including social factors; organizational factors; individual factors, and social factors. Social factors include (social responsibility, social atmosphere and culture, connection with the community); organizational factors include (management approach, goal setting, organizational vision, providing facilities); individual factors (professional ethics, internal control, self-efficacy, intellectual maturity, motivation for progress); educational factors (educational skills).

This study aims to investigate the impact of in-service training on teachers' professional development by analyzing its components, contextual factors, and patterns.The purpose of teachers' professional development is to enhance the quality of education and student upbringing through teacher empowerment. This study is a systematic review. The research field encompassed all studies conducted in the domain of in-service training for teachers. Due to the extensive scope of research topics, purposeful sampling was utilized to collect data from reputable Persian and international databases such as ScienceDirect, SAGE Pub, ERIC, Wiley Online Library, Springer, Google Scholar, Noor Specialized Journals Database, the Iranian Scientific Information Database, Magiran, and Irandoc. Inclusion and exclusion criteria were established for the process of article selection. Inclusion criteria included topical relevance, recency, and reliability (in terms of methodology). Exclusion criteria considered factors such as low journal ranking, outdated publication years (for domestic articles 2016-2024 and for international articles 2018-2023), topic and content redundancy, unreliable research methods, secondary sources, and articles not written in Persian or English. The findings of the study indicate that in-service teacher training programs should include components of competency, knowledge, practice, and commitment while fostering teachers' professional development. Moreover, the design of these programs should draw on adult education models, continuous learning, self-study, and self-directed teacher learning. Evaluating the effectiveness of in-service training programs should not be limited solely to the domain of teachers' professional knowledge. Instead, these programs should impact other aspects of teachers' professional development, including their interactions with students and colleagues, as well as their practical skills and critical thinking abilities, ultimately leading to improvement in these areas.

due to the rapid developments, the need for thoughtful teachers is felt more than ever. In this regard, the aim of the present study was to analyze the underlying factors, barriers to action and the consequences of the presence of Thoughtful teachers from the point of view of teachers and principals of schools in Neyriz city.

The present qualitative research was conducted with phenomenological method. All principals and teachers of primary schools in Niriz city in the academic year of 1402-1401 formed the potential participants of the research. In order to analyze the data, maxqda version 10 software was used in the.

After the overall analysis of the interviews, 509 initial codes were identified, which after refinement were converted into 440 open codes, 17 subcategories and 4 core codes. From the number of 440 codes, 163 codes were assigned to the obstacles to the action of teachers of reflection, 93 codes were assigned to the underlying factors of reflection and thinking, 80 codes were assigned to the effective factors in enriching the work of teachers, and 104 codes were allocated to the educational consequences of the presence of teachers of reflection in school and class.

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 study was to investigate how to plan curriculum during coronary heart disease, based on the opinions of teachers in Shush. This research is applied in terms of purpose and in terms of data collection method, qualitative and based on phenomenological approach. The population of the study participants includes teachers and managers of Shousha city, which was selected using theoretical purposive sampling method of 21 people. Data collection tools included semi-structured interviews. Claizey (1978) seven-step coding method was used to analyze the data. Findings of this study according to pre-determined goals, including the role of the Ministry of Education, Khuzestan Education Department, Shush Education, principals, teachers, parents, students, social networks in planning During coronary heart disease, as well as the tools and facilities required during this period and the limitations and challenges of planning during the coronary period are identified. The results showed that with the outbreak of the coronavirus, the Ministry of Education started distance and part-time planning and education. Teachers, as the main executors of the curriculum, have had a significant impact on planning during the Corona period and play a fundamental role in the quality of teaching and learning for students

The purpose of this research is to identify the factors affecting the occurrence and implementation of false evaluations in educational processes of schools.

The research approach is of a qualitative type and in terms of its objective, it is applied using the usual qualitative content analysis method, and the data analysis is also done in the form of thematic analysis. The analysis of the findings was done using open and axial coding.

which led to the identification of 100 primary concepts, 5 sub-categories (teachers' professional agency, planning and structure, facilities and tools, interpersonal interactions, solutions) and 3 general categories (individual factors, organizational factors and strategies).

It can be concluded that one of the main components of an educational system is evaluation, and it not only provides information about the level of knowledge or success of the student, but also provides feedback on the implemented educational program, and therefore the existence of original evaluation. And the absence of false evaluation is important. Based on the obtained results, false evaluations are influenced by various factors, and according to the presence of each factor, the necessary solutions should be used to reduce false evaluations.

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.

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 .

The aim of this research was to phenomenologically understand the experiences of elementary school teachers and the parents of students regarding the advantages of the Quran curriculum for the first-grade students in the 2022-2023 academic year. this qualitative research was conducted using a phenomenological approach. The study population included 2,315 teachers and 18,922 parents in Yazd city and sampling was conducted purposefully and continued until data saturation was reached. Ultimately, 14 teachers and 4 parents participated were selected as the final research sample. The research tool was a semi-structured interview and the analysis of the interviews was performed using Colaizzi's seven-step method. To ensure the accuracy of the findings, triangulation techniques including member checking, peer review, and researcher reflexivity were employed. The findings were categorized into 4 main themes and 15 sub-themes and the participants' evaluation of the developed content indicated its acceptability.