Identification and validation of effective teacher's professional competence

The purpose of this research was to identify and validate the professional competences of effective teachers. For this purpose, a sample of 375 people among the teachers of Tehran elementary schools was selected using multistage sampling method. A researcher-made questionnaire has been used to collect the information. After factorial analysis of the test, 98 competences were identified in seven dimensions or main components of teacher’s prerequisites, teacher’s personal characteristics, planning and preparing, managing and organizing the classroom, instuction or teaching, monitoring students’ progress and capabilities and professional responsibilities. In teacher’s prerequisites dimension, having the verbal ability to transfer concepts to the students; in monitoring students’ progress and capabilities dimension, explaining the homework clearly; in professional responsibilities dimension, having respectful interaction and behaviour with students’ parents; in planning and preparing dimension, expressing the result of the lesson clearly; in managing and organizing the classroom dimension, preparing educational materials in advance for using in the classroom; in teacher’s personal characteristics dimension, creating opportunities for all the students’ success, and in instruction or teaching dimension, utilizing the concepts and language appropriate with the age and records of the students are the most important identified competences which the effective teachers must have.