Identifying and Ranking the Professional Qualifications of Secondary School Teachers in the Heutagogy Approach

This research was conducted with the aim of identifying the professional competences of secondary school teachers in the Heutagogy approach. The research method was descriptive-survey and the statistical population was 520 secondary school teachers in Islamshahr. The sampling method was available, which was selected using Morgan's table. The questionnaire was completed online, and 178 secondary school teachers completed the questionnaire. The research tool was a researcher-made questionnaire with 37 items on a Likert scale, which was designed in two sections of teachers' professional qualifications in heutagogical curriculum and in heutagogical educational constructs. Cronbach's alpha coefficient for the questionnaire in the curriculum was 0.85 and educational constructs was 0.93. The collected data were identified using exploratory factor analysis and Friedman and Chi-square test were used to rank and check the difference in ratings. The results obtained from the research showed that: expansion of teacher facilitation, student learning, student participation, and non-linear planning and evaluation are the priority factors of heutagogical curriculum in order of priority. Systemic thinking in education, teacher's capability to learn, creating internal motivation and creating deep learning are priority factors of heutagogical educational constructs.