Investigating the Human Capital Situation of Sahneh City Teachers and its Impact on Students' Academic Achievement

Human capital or teacher skills are gained through both classroom experience and formal training. The present study was conducted to investigate the relationship between teachers chr(chr('39')39chr('39'))human capital and studentschr(chr('39')39chr('39')) academic achievement in high schools in Sahneh.

The research method was descriptive-survey, and the statistical population was all teachers in Sahneh, whose number was 135 people. Using Cochranchr(chr('39')39chr('39'))s formula, 93 of them were selected as sample members. The results were analyzed using one-sample t-test and independent t-test as well as multivariate regression analysis.

Findings showed that: 1. The human capital status of teachers in Sahneh city under the components of information, knowledge and skills and also in the components of metacognitive, emotional-communication to an appropriate extent, but below the component of expertise to a low extent Was located. 2. Educational status of male and female students were not significantly different from each other. 3. There was a weak correlation (0.144) between teachers chr(chr('39')39chr('39'))human capital and studentschr(chr('39')39chr('39')) academic achievement (grade point average).

Investing in teacherschr(chr('39')39chr('39')) human capital has significant returns in the classroom. Using teacherschr(chr('39')39chr('39')) test information and survey data in the field of teacher education, it can be concluded that teacher knowledge and education have a significant impact on student performance and classroom productivity.