The Impact of improving professional competencies on teacher's developing at high school (second period) in Tehran

The aim of this study was to investigate the impact of improving professional competencies on teachers’ development at high schools (second period) in Tehran/Iran. To this end, all high school teachers include 24346 teachers were participated in present study, among them 378 teachers were selected by Kerjeci and Morgan table and based on ratio multilevel cluster sampling. Data were collected by two standard questionnaires including teachers’ professional competencies by Molaee Nejad (2012) and teachers development by Ghanizadeh Garaeeli (2015). Data analysis was done using structural equation modeling by software Smart PLS 2 in two parts, the measurement model and structural section. In the first part, technical characteristics of the questionnaires including reliability, validity, convergent and divergent validity were evaluated. In the second part, software significant coefficients were used to evaluate the hypothesis. The findings of the study indicated the impact of professional competencies and its’ dimensions, including cognitive/ proficiency competencies, managerial and attitudinal/ behavioral competencies on teachers’ development.