Analysis of professional competencies of teachers

This research was designed and implemented with the aim of analyzing, identifying and determining the professional competencies of teachers in Alborz province in order to provide a conceptual framework. The research method is an exploratory combination that was performed sequentially in two parts: qualitative and quantitative. First, in the qualitative stage, through semi-structured interviews with 20 experts, experts and primary school teachers who were selected by purposive sampling, after conducting the interview and coding and obtaining the following components and components, dimensions Teachers' professional competence including 4 dimensions of knowledge, skills, personality and ability were identified. In the quantitative part, the statistical population of the study was all teachers in Alborz province (7000 people) from which 364 people were selected by cluster random sampling. A researcher-made questionnaire on teachers' professional competencies was used to collect information. In order to evaluate the validity and accuracy of the questionnaire, formal validity and consensus of experts were used. Cronbach's alpha scale was used for reliability and internal consistency of the questionnaire items, which was performed by performing a pre-test on 30 randomly selected respondents. Descriptive statistics (frequency, percentages, mean and standard deviation) and inferential statistics (Kolmogorov-Smirnov test, independent t-test and Friedman analysis of variance) were used to describe and analyze the collected data. Findings showed that at a significance level of 0.01, there is a significant difference between the average rank of the dimensions of professional competence of teachers in both the current and desired situation. In both situations, the dimensions of teachers' professional competence are: knowledge dimension, skill dimension, individual dimension, ability dimension. Also, the average score of these dimensions in terms of current and desirable status is significantly different, so that the average knowledge dimension in terms of current and desirable status (52.90) and (92.48), the average skill dimension in terms of current status and Desirable (40.28) and (69.69), respectively, the average ability dimension according to the current situation and desirable (31.95) and (56.76), mean individual dimension according to the current situation and desirable, respectively ( 88/39) and (46/69). These numbers show that the current situation of the dimensions of teachers' professional competence is different from the desired situation. This difference is significant for the knowledge, skill and ability dimension at the level of 0.99 (p˂0.01), and for the individual dimension at the level of 0.95 (p˂0.05). The findings of the research showed that structural equation modeling analysis supported the model's fitness with the data.