نشریه توسعه حرفه ای معلم
سال سوم شماره 4 (پیاپی 10، زمستان 1397)

Since faculty members have made quality and scientific ability of higher education especially in the field of education, research and education of elite and specialist, it is desirable that universities take basic steps towards developing the competencies of faculty members. Planned to develop and enhance the full competencies of their faculty members. One of the tools to achieve this is the use of knowledge management. The purpose of this study was to investigate the role of knowledge management in the development of professional competence of faculty members of Farabi University of Tehran. The type of research is applied and research method is descriptive correlational. The statistical population of the study consisted of all faculty members of Farabi campus of the University of Tehran in the academic year of 2017-2018, whose total number was 130. From this population, using Kerjesi and Morgan table, 110 people were randomly selected using simple random sampling method. Sample titles were selected. Two standard questionnaires were used to collect data. To measure knowledge management, the Lawson questionnaire was used and a researcher-made questionnaire was used to assess the professional competence of faculty members. Pearson correlation coefficient was used to analyze the data. The results of the research showed that the dimensions of knowledge creation, knowledge absorption, knowledge dissemination, knowledge application, knowledge organization and knowledge storage respectively had the most relationship with the tendency of professors to earn competence Professional

The present study was conducted with the aim of determining the effectiveness of portfolio in a descriptive evaluation system from the viewpoint of teachers in primary schools in Tabriz. The research method is descriptive survey. The statistical population of the study consisted of 5054 primary school teachers in the academic year of 97-96. Sample size was selected based on Cochran formula from five regions in proportion to the population, (N = 357). A researcher-made questionnaire was used to collect data. Reliability of the questionnaire was calculated based on Cronbach's alpha coefficient (α = 0.93). The validity of the questions was also confirmed by professors and specialists of curriculum development in Tabriz University. One-way ANOVA and single-group t-test were used to analyze the data. The results of this study showed that the level of familiarity with and satisfaction from the portfolio among teachers were significantly lower than the average, and the level of familiarity of teachers with how to set up the portfolio is significantly higher than the average. There was a significant difference between teachers with regard to their teaching experience, educational degree and age, but there was no significant difference in the level of teacher familiarity with the portfolio with regard to different educational degrees. Finally, there was not a significant difference between teachers in relation to their familiarity with using portfolios with regard to teaching experience, educational degree, field of study and age.

This research is aimed at feasibility of implementing the “fundamental transformation document” in classrooms and schools in Iran`s education system, from the viewpoint of teachers and principals of primary schools of Yazd city in the academic year 2014-2015. In this study, a descriptive survey method has been used. The statistical population consisted of two group`s of teachers and principals from primary schools of Yazd. 459 teachers and 186 principals were selected by stratified random sampling method and using the Krejcie & Morgan table. The research instruments were two questionnaires and reliability of them for teachers and principals was calculated 0.976 and 0.953 respectively (at desirable level) using Cronbach's alpha coefficient. In this study, Shapiro-Wilk test was used for data normalization and for data analysis, t-test for one sample, t-test for two independent samples as well as one-way analysis of variance (Anova) and Scheffe post-hoc test were used.The results showed that from the viewpoint of both groups of teachers and principals, the fundamental transformation document is operational in the classroom. From the perspective of teachers, in the aspects of content, time, and teaching, the fundamental transformation document can be implemented in the classroom and school; but in the aspects of media, materials, and motivation, the document is not operational.

The first step towards developing a teacher's professional development is to understand the factors that affect the quality of the teacher’s activity. One of these factors is the job satisfaction of teachers as there is a direct relationship between employees’ satisfaction with their performance and those who are satisfied do their job better. In this study the role of different dimentions of social capital of school principals on job satisfaction of teachers has been studied. Concerning its objective, this study is an applied research and considering its data collection procedure, it is a descriptive research (correlational). The statistical population of this research consists of the employees of the education organization of district 2 of kermanshah province (327 people). 177 questionnaires were collected from the participants who were selected based on availability sampling procedure based on the Cochran formula. Cronbach’s alpha was calculated for the instrument (0.973). SPSS software version 22 were used to analyse the data. In this research, the effect of three dimensions of social capital (i. e. relational, cognitive, and structural dimentions) on the job satisfaction of teachers was investigated and the results showed that the hypotheses of the study were accepted at the significance level of 0.05. From among different dimension of social capital, the structural dimension had the highest level of impact on the job satisfaction of the participants (0.937). In the end, it is suggested that the managers of schools do their best to improve the level of job satisfaction, social capital and its elements.

This research was conducted with the aim of studying the effect of teachers' participatory behavior on the motivation and academic achievement of elementary students in District 3 of Karaj. This study is an applied research and in terms of performance, it uses a quasi-experimental method with experimental and control groups without any pre-test. The statistical population of the research consists of the 6th grade elementary students of the 3rd district of Karaj in the academic year of 2017-2018 (N = 8574). The statistical sample consisted of 2 groups (N = 30 for each group), which were selected based on convenience sampling method and were randomly assigned to experimental and control groups. The instrument of this study was Hartler's Standard Higher Education Inventory (1981). Moreover, the students' academic reports were used as indicator of their academic achievement. In order to assess the content validity of the questionnaire, the expert judgement method was used and the reliability of the questionnaire was calculated by Cronbach's alpha (α = 0.85). To analyze the data, independent samples T-test was used. The results showed that teachers' participatory behavior significantly affects the internal and external motivation and academic achievement of elementary students in District 3 of Karaj.

The purpose of this study was to investigate the role of social and cultural capital on the quality of working life and the happiness of elementary school teachers in the 3rd district of Tehran. Methodology is a descriptive-correlational approach. The statistical population of this research is 390 Including all the teachers of the elementary school of district 3 of Tehran education). Sampling method was cluster random sampling. According to Cochran formula, 194 subjects were selected as sample. Data collection tool included the standard social capital of Nahapit and Ghoshal (1998) ), Bourdieu Standard Cultural Questionnaire (1997), Standard Burden Questionnaire The Walton Work Life (1974) is the standard of Hail and Argill's Happiness Questionnaire (2002). The validity of the questionnaires was approved by the experts and the Reliability approved to the Cronbach's alpha coefficient. It turned out Data were analyzed using ks, Pearson correlation and multiple regression tests. The results of the tests showed that there was a significant, direct and positive relationship between social and cultural capital and quality of work life and teachers' happiness. And the result of the research shows that cultural capital and its components are the most important predictor of happiness from the viewpoint of teachers. In fact, cultural capital more than social capital has been able to predict the happiness of teachers. The happiness can be directly influenced by cultural factors.