Competency indicators and components of authors

The purpose of the current research was to investigate the competencies of textbook authors. The approach of the current research was qualitative and its method was research synthesis. The research community is all articles (124 articles) that have been presented from 1390 to 1400 AD and from 2007 to 2022 AD regarding the competencies of textbook authors. The sample of the research was 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data have been collected using the qualitative analysis of the studied articles. By analyzing the data using the coding approach, the dimensions of teachers' professional development in 3 dimensions, 13 factors and 77 categories including the dimension of general competencies (cognitive skills, cognitive skills, motivation and development) ; The dimension of specialized competencies (information literacy, professional-specialized authoring skills, psychological skills, familiarity with the rules of authoring and pedagogical knowledge management) and the dimension of commitment (professional, ethical, social, national and religious) were classified. The results showed that in order to write appropriate textbooks, the authors need general, specialized and commitment skills towards their profession. Competencies of the authors in all three dimensions require a trans-organizational and national perspective in order to achieve the goals of improving educational resources. Therefore, it is of particular importance for authors to pay attention to these kinds of qualifications, considering the importance and position of the official content that is presented in the majority of books in schools and universities in our country.