Designing and Validating the Self-Development Model of Iranian Television School Teachers

Teachers have the main role in conveying educational content to students, and therefore, the development of their professional dimensions is inevitable for career advancement. The purpose of this research was to design and validate the self-development model of Iranian television school teachers.

The present research method was quantitative-survey and practical in terms of purpose. The statistical population included the teachers of Iran's elementary television school who taught on the Quran and Education Network during the Corona epidemic (161 people), and based on Cochran's formula, 113 people were selected as available sampling methods. The research tool was a researcher-made questionnaire based on qualitative interviews and theoretical literature. Face validity was used for validity and Cronbach's alpha test was used for reliability, and its value was 0.83. For data analysis, confirmatory factor analysis was used with the help of PLS ​​Smart software.

The findings showed that the path coefficient between value-attitude self-development in education and teaching and teachers' self-development is 0.704; between the self-directed learning of television school teachers and the self-development of teachers 0.712; The correlation between cognitive self-development in education and teaching and teachers' self-development was 0.745, between TV school teachers' self-development stimuli and teachers' self-development was 0.573, and between skill self-development in education and teaching and teachers' self-development was 0.640 (P<0.05).

It can be concluded that the self-development model of Iranian television school teachers is valid and the planners of the education system can pay attention to these results to improve the quality of teachers' self-development.