This study aimed to evaluate the efficacy of centered training on modifying teachers 'learning orientation on teachers self-efficacy and fourth grade students academic self-concept. Sixty teachers were selected by screening method and 30 teachers in the experimental group and 30 in the control group were replaced. 3 students were randomly selected from each teacher. 90 students were assigned to the experimental and control groups and The experimental group received 6 sessions training of teacher orientation learning focused on international teacher professional learning preparation.. The questionnaire of teachers 'self-efficacy and academic self-concept was used. Data analysis showed that training focused on moderating teachers orientation learning was effective on teachers self-efficacy and students academic self-concept. training focused on modifying teacher orientation learning resulted in a significant difference between groups in teacher self-efficacy of 58%. It also led to a significant difference between the groups in students academic self-concept by 26%. According to the findings, it can be concluded that changes in teacher learning orientation can affect on teachers self-efficacy and students academic self-concept.
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