A Professional Qualification Model for Multigrade Teachers

Lack of competence in teachers leads to reduced self-confidence and decreased productivity. The objective of this study was to develop a model of the necessary professional qualification for teachers in multigrade classrooms.

This study utilized a qualitative approach, employing a meta-synthesis strategy and content analysis method. Research was conducted within the realm of professional qualifications for teachers in multigrade classrooms in primary schools between the years 2010-2023. Documents were selected using a census method, with a purpossive sampling technique resulting in 33 selected items based on the Prisma checklist. Data collection was continued until information saturation was achieved. The validity of the findings was confirmed through multivariate analysis and kappa coefficient. Maxqda version 24 was utilized for document analysis, open code extraction, and final code classification.

The model's key components include: moral competence,communication, competence, subject-specific educational knowledge-based competence, subject-specific knowledge competence, educational competence, self-professional development competence, behavioral competence, biophysical competence, political competence, personality competence, emotional and attitudinal competence, religious-belief competence, general knowledge competence, cultural and social competence, educational management and leadership competence.

 The professional qualification model for multi-grade teachers has 15 components that are appropriate for the current needs of the teaching profession in multi-grade classrooms.