جستجوی مقالات مرتبط با کلیدواژه « teachers » در نشریات گروه « علوم تربیتی »

One of the most significant subsets and manifestations of justice is the discussion of justice within the educational system and the distribution of educational resources and opportunities. Educational justice, according to the Constitution, is recognized as a universal right, need, and opportunity, and the Islamic Republic of Iran is obligated to provide it within the framework of the law. According to the Fundamental Transformation Document of Education, justice is realized in educational environments when learners can achieve the various objectives of different educational domains. In this context, the aim of the present study is to explore the strategies for achieving educational justice as articulated in the statements of the Supreme Leader, with a particular focus on his emphasis on justice. Furthermore, the status of educational justice indicators following the Islamic Revolution is elucidated. In this research, using the method of inductive qualitative content analysis, the overarching and foundational themes were identified, and within each overarching theme, statistical information was provided to explain the progress of the current system. Overall, the indicators of educational and pedagogical justice from the Supreme Leader's perspective encompass four overarching themes and twenty-two foundational themes. The overarching themes identified include: accessibility of educational opportunities for all, enhancementof educational facilities, attention to talents and interests, and the elimination of gender discrimination. The most important foundational themes include: equitable distribution of educational opportunities, expansion of knowledge dissemination, improvement of school quality, fair and rational allocation of resources, strengthening of public schools, no distinction between girls and boys in education, attention to elites, and planning for diverse talents.

In order to sketch a better view of factors affecting students’ resistance to school norms, the experiences of 15 teachers who were purposefully selected to the point of data saturation, were recorded through extensive and semi-structured interviews. The analyses of the responses lead to the identification of 181 elements within 6 major and 22 minor themes. Disregard for values, teaching competencies, behavioral disorders among adolescents, family role, adolescent’s interaction with peers, and the cyberspace harmful potential are the most important factors influencing students’ resistance to school norms according to the teachers interviewed.

The aim of this study was to investigate the role of extracurricular activities in strengthening the formal curriculum from the perspective of junior high school teachers.The statistical population includes all secondary school teachers in Ghaemshahr city (390 people), which according to Krejcie and Morgan table ) 194 people (were selected as a sample using simple random sampling method.Data collection tools were library studies and a researcher-made questionnaire form whose validity was confirmed using expert opinions (content validity) and its reliability was confirmed using Cronbach's alpha coefficient (coefficient 0.93).to analyze the data were used Descriptive statistics and inferential statistics (t-test and Friedman test).Findings showed that the role of extracurricular activities in accessing and utilizing educational resources, improving students' academic motivation, improving the possibility of communication and continuity, improving the quality of teachers' teaching, improving the quality of students' homework, improving the evaluation process Academic achievement and consideration of individual differences of students are in the middle to high level. Among these, the role of extracurricular activities in "improving the process of students' academic evaluation" has the highest average rank and the role of extracurricular activities in "improving the possibility of communication and its continuity" have the lowest average rank.

This research was conducted to investigate the relationship between epistemological beliefs, educational philosophies, and the integration of technology in the classroom of male middle school teachers in Hamedan City. The descriptive research method was a correlation. The statistical population included all male secondary school teachers in Hamadan city, numbering 361 people. The sample size was 186 people using the Karjesi and Morgan table were selected. Data collection tools included Schumer's epistemological beliefs questionnaire (1990), educational philosophies questionnaire (Sadker, 2014), and Schmidt et al.'s technology integration questionnaire (2009). The findings showed that there is a positive and meaningful relationship between the components of simplicity of knowledge, inherent ability to learn, quick learning, and the specificity of technology integration knowledge in the classroom; But there is no significant relationship between the certainty of knowledge and the integration of technology in the classroom. Regarding the relationship between teachers' educational philosophies with their technology integration in the classroom, the findings showed that there is a positive and significant relationship between the sub-components of progressivism and existentialism with the integration of technology; However, there is no significant relationship between the sub-components of sustainability, essentialism and reconstructionism with the integration of technology. It was also found that the component of inherent ability to learn from the sub-components related to epistemological beliefs and existentialism and essentialism from the sub-components related to educational philosophies can positively and meaningfully integrate technology by teachers in Predict the Classroom.

The present study was conducted with the aim of investigating the psychometric characteristics of the emotional dyslexia questionnaire and its relationship with defense mechanisms in teachers in Tehran in the academic year of 1402-1401. This research was based on the fundamental objective and correlational in terms of the descriptive method. 500 people were randomly selected from the available sampling method as the sample size of the first group and 90 people were randomly selected for the second stage of the questionnaire. Data were collected using the Bermond-Worst (2001) ataxia questionnaire and the Andrews et al. (1993) defense mechanism questionnaire. Data analysis was done with exploratory factor analysis, confirmatory factor analysis, Cronbach's alpha test, Pearson's correlation coefficient and step-by-step multiple regression in SPSS-26 and AMOS-24 software. The results of the confirmatory factor analysis confirmed the five-factor model of this questionnaire (RESMA=0.026), CFI=0.99, GFI=0.91, and RFI=0.96. According to the findings, it can be concluded that alexia and its components have a significant direct relationship with an underdeveloped defense mechanism. Alexia, except for the difficulty in abstract thinking, has a significant direct relationship with a developed defense mechanism.

The purpose of this research is to investigate the relationship between talent management and job performance through psychological empowerment in teachers of the first secondary level of Mamsani city. This research is applied and descriptive and correlational. The statistical population of this research was all 301 teachers of the first secondary level of Mamsani city, of which 170 people cooperated with the researcher as a sample and by cluster random sampling method. Data collection tools were standard job performance questionnaires. Petersen et al. (2004), talent management by Ahmadi et al. (2011) and psychological empowerment (Spritzer, 1995). Descriptive statistics methods were used to describe the data, and Pearson's correlation coefficient, regression and structural equations were used to analyze the data. The results of the research showed that there was a positive and meaningful relationship between talent management and psychological empowerment with job performance, and there was also a positive and meaningful relationship between talent management and psychological empowerment. Finally, the results showed that the relationship between talent management and job performance through psychological empowerment was positive and significant (P ≤ 0.01).

The purpose of this research was to determine the relationship between strategic thinking and educational productivity through Islamic work ethics in the first secondary level teachers of Gachsaran city. This research was applied and descriptive and correlational. The statistical population of this research was all the teachers of the first secondary level of Gachsaran city in the number of 340 people, of which 181 people cooperated with the researcher as a sample and by cluster random sampling method. Data collection tools were standard productivity questionnaires. Hersey and Goldsmith (1980), Goldman's strategic thinking (2005) and Ali and Al-Kazemi's Islamic work ethics (2007). Descriptive statistics methods were used to describe the data, and Pearson's correlation coefficient, regression, and structural equations were used to analyze the data. The results of the research showed that there was a positive and meaningful relationship between strategic thinking and educational productivity and Islamic work ethics, and also the results of the research showed that was significant. was the relationship between strategic thinking and educational productivity through the Islamic work ethics of the subjects (P ≤ 0.01).

The aim of this study was to investigate the effect of teaching philosophy to children on the quality of interaction between teachers and female students First High School. The study methodology was quasi-experimental study with pretest-posttest design by control group. Statistical society included all female students of the first high school level in Tabriz city in the academic year of 2017-2018 that among them a sample of 60 students were selected by cluster sampling method and were assigned in both control and experimental groups randomly. Data were collected using Teacher-student interaction questionnaire (QTI) that validity were evaluated by the opinion of experts and the reliability by alpha Cronbach was 0.87. The philosophy education program for treatment group was performed in the form of community of inquiry method during 11 sessions. For data analysis Spss23 software were used. The results showed that the Teaching Philosophy to Children as much as 68% is effective on students' individual differences in the interaction between teachers and students. Data analyses indicated teaching philosophy to children can have positive effects on quality of interaction between teachers and female students first high school.

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.

The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology in education. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.

The aim of this research was the effectiveness of positive intelligencetraining on job values, job satisfaction and self-evaluation of job performance of primary schoolteachers.

The current research was a semi-experimental type of pre-test and post-test with a controlgroup. The statistical population included all primary school teachers in Shiraz city who wereselected as available. The selected samples were placed in a group of 15 people and a control groupof 15 people. First, Alas (2007) work values standard questionnaires, Minnesota job satisfactionand MotovidloVan Scatter (1994) job performance evaluations were implemented on them andrecorded as pre-test scores, then the positive intelligence training protocol was taken from Chamin,2012/ 2015 Kamkar translation was held on the experimental group and the control group did notreceive any intervention.After the completion of the intervention sessions, both groups were retested and recorded as post-test scores (T2). Research data were entered into SPSS softwareversion24 and the analysis of these data was presented in two descriptive and inferential sections.In the descriptive statistics section, in the form of central tendency and dispersion indices such asmean and standard deviation, and in the inferential statistics section, analysis of covariance wasused.

The findings showed that positive intelligence training intervention has an effect on jobvalues, job satisfaction and self-evaluation of job performance of primary school teachers.

According to the findings of the research, positive intelligence courses should bewidely included in the in-service training of teachers.

This qualitative study aimed to identify teachers' career plateau indicators, components, and dimensions to provide a conceptual framework and develop theoretical foundations. It was a qualitative research with the phenomenological design. Data was collected by semi-structured interview with 25 teachers, principals and heads of education, who were selected through purposive sampling. Data collection was continued with the snowball method up to the theoretical saturation. They were analyzed by inductive content analysis at three open, axial, and selective levels. Validity of the findings was confirmed by the member check method and its reliability was calculated by the agreement between two coders (81.92%). Three dimensions were identified for indicators of career plateau among teachers, including the weakness in the psycho-physical, job skills, and organizational behavior. Weakness in the psycho-physical dimension included the components of low desire and motivation towards the work activities, negative attitude towards the job and job-organizational conditions, projection, and weakness in the mental and physical health. Weakness in the dimension of job skills including the components of less attention to the job growth and development, weakness in the teaching planning and design, negative impact on the students' academic performance, reduction in the work efficiency and quality, lack of creativity in the work, and inappropriate interaction with the parents, teachers and students. Finally, the weakness in the organizational dimension of behavior included the components of less flexibility in facing the organizational job changes, developing a negative atmosphere in the work environment and encouraging the anti-organizational behaviors, passive presence in the work environment, anti-organizational citizenship behaviors, isolationist behaviors, and reducing the occupational and organizational commitment.

The Goal of this study is to design a model of foster nurture management for primary school principals (studied in Tehran) and its orientation is developmental and practical.

The approach of this research is inductive and a qualitative method has been used to do it. Type of field research and case study method were used. The statistical population of the study were breeding experts. In the present study, 16 experts were interviewed using purposive sampling method. The resulting data were then analyzed through open, axial, and selective coding.

The results showed that the components of foster nurture management include value dimension, belief dimension, cultural dimension of facilities, physical dimension, rational dimension, emotional dimension, social dimension, political dimension, economic dimension, job dimension and dimension. It is individual and the requirements of foster care management include compliance with Iranian-Islamic culture, compliance with laws and belief systems, meritocracy, supervision, positive attitude, proper budgeting and service extension training and the consequences of foster care management including benevolence. Is sharing responsibility, communication skills, enhancing student empowerment and participatory thinking.

Therefore, according to the results of nurture management, it can be concluded that today the school is not only responsible for the transfer of information and cultural heritage, but its influence in the growth and development of the student's whole personality.

The purpose of the present study was to identify the characteristics of Fakkur teachers from the point of view of teachers and principals of schools in Niriz city.Research

The present research was conducted in the form of qualitative paradigm and phenomenological method. The potential participants of the research were all principals and teachers of primary schools in Niriz city in the academic year of 2001-2012. The method of selecting participants in the research was purposeful (informed people). According to the opinion of the teachers, there were 10 teachers with more than 10 years of experience in management, and according to the opinion of the secondary and elementary experts of Niriz city, The interviews were recorded and analyzed after implementation. The data collection process continued until theoretical saturation was reached. In order to analyze the data, coding was done in three stages of open, central and selective coding. The assurance of the data was done through control by the members.The characteristics of thinking teachers included the characteristics of effective teaching, enrichment of the educational environment, attention and development of students' thinking, personal characteristics of thinking teachers, constructive evaluation, behavior in the environment and management of classroom processes.

Educational organizations of our country, especially schools, in order to deal with the many issues and problems they face in today's changing conditions are in urging need of principals and teachers who are creative and up-to-date and show this creativity in their job performance. Considering the importance and necessity of the creative performance of teachers and principals, the present study aimed to investigate the relationship between digital leadership and creative performance through psychological empowerment of teachers.
The research method was quantitative, descriptive and correlational. Thirty hundred and ten teachers were selected from 1,610 elementary school teachers in the 5th district of Tehran, Iran by simple random sampling based on Cochran's formula in 2023-2024 academic year. The participants completed the Digital Leadership Questionnaire (Ulutas & Arsalan, 2017), the Psychological Empowerment Questionnaire (Spreitzer, 1995) and the Creative Performance Questionnaire (Oldham & Cummings, 1996).
Data were analyzed using the structural equation modeling by SPSS and LISREL softwares. The results indicated that digital leadership had a direct, positive and significant effect on the creative performance and psychological empowerment, psychological empowerment had a direct, positive and significant effect on teachers' creative performance, and digital leadership had an indirect, positive and significant effect on the creative performance through the psychological empowerment.
Finally, in order to respond appropriately to the innovative changes and advances of the digital-oriented environment, educational organizations and schools should use the digital leadership style to eliminate teachers’ stress about possible mistakes in expressing ideas and new opinions, and thus increase the creative performance of teachers.

The aim of this study was to identify, analyze and rank the special qualifications of exceptional school teachers in order to provide a basis for its improvement. The research method is descriptive survey. The statistical population of this study is all teachers of exceptional education in Tehran in the academic year 1400-1399 who are teaching. The size of the statistical population, accordin The validity of the questionnaire was confirmed by experts and the reliability of the questionnaire was obtained by calculating the Cronbach's alpha coefficient of 0.87. Descriptive statistics and inferential statistics (exploratory factor analysis) were used for analysis. Using exploratory factor analysis, the professional competencies of exceptional education teachers were identified and analyzed. Based on the results of the qualitative part, the elements of competencies of teachers of exceptional schools in four components of educational-behavioral, planning and preparation, management and organization, and professional-general competencies were identified. Strategies for improving the qualifications of exceptional school teachers were also identified in this section and presented as a model for evaluation and promotion. The findings of the quantitative section also showed the value of the elements of professional competence of teachers in exceptional schools from the teachers' point of view. The results also showed that there is a significant difference between teachers in terms of demographic variables of gender and level of education.

The purpose of this research was to investigate the relationship between school-oriented management style and resilience with job burnout in primary school teachers. The method of the current research was a correlational description. The statistical population of this research consisted of all primary teachers of Mashhad city, based on Morgan's table, the sample number was estimated to be 384 people. The sampling method in this research is random sampling. For this purpose, Davadipour et al.'s (2008) School Management Style Questionnaire, Meslech and Jackson's (1981) Job Burnout Questionnaire, and Tab Orikaner and Davidson's (2003) Questionnaire were used to collect information. After collecting the data, descriptive statistics, correlation and regression indicators were used to analyze the data using SPSS 24 software. The results of the analysis showed that there is a relationship between school-oriented management style and resilience with job burnout in primary school teachers (p<0.05).

Examining the quality of content knowledge of math teachers' pedagogy can be a way to evaluate the quality of their teaching in different areas of mathematics. Since the purpose of this research was mathematical topics and the field defined in the field of proof and its knowledge, it seems necessary to check the quality of pedagogical content knowledge and proof knowledge among mathematics teachers. Mathematics teachers in secondary school encounter some topics in mathematics textbooks that require sufficient knowledge in the field of proof. Knowledge of proof at an appropriate level can solve the challenges of students in the field of mathematical reasoning. The current research was carried out based on the survey method, relying on standardization. In this research, relying on relevant backgrounds in the field of pedagogical content knowledge and knowledge of proof, components were considered. The statistical population consisted of 420 male and female mathematics teachers working in the first and second year of high school in government and non-government schools in the south, southeast and west cities of Tehran province, including the cities of Pishva, Pakdasht, Qarchak, and Kahrizak, Varamin and Rey from Tehran province in the academic year 2022-2023 has been considered. Two haundred people were selected by quasi-cluster sampling and sampling based on Krejcie & Morgan table. A questionnaire was designed and built based on the research of Kadarisma et al. (2019) & Lesseig (2016). After checking the content validity with the CVR method and its reliability, an exploratory factor analysis was performed on the items and the separation of the components of the questionnaire. Finally, based on exploratory factor analysis, 30 items with five components were designed and standardized to evaluate the pedagogical content knowledge with an emphasis on proof knowledge of secondary school mathematics teachers.