نشریه توسعه حرفه ای معلم
سال سوم شماره 3 (پیاپی 9، پاییز 1397)

This research was aimed to investigate the relationship between Professional ethic and job burnout among Namin city teachers with correation-descriptive method. Statistical societies of this research were 900 teachers in namin city was chosen from among the 270 people through Cochran formula and simple random sampling.  Data was collected with Maslach burnout questionnaire & professional ethics Petti. The content & formal validity of questionnaires was approved by the experts, and the reliability of questionnaires Using Cronbach's alpha for job Burnout questionnaire was 0/71 and for professional ethics was 0/70. The collective data were analyzed using with Pierson correlation, t –test, regression & variance analysis tests. The results showed that the mean of job burnout among teachers was much lower than the mean, and the mean of Professional ethic was higher than the mean.There is a significant & negative correlation between Professional ethic and teacher's job burnout.The other results of this research showed that the average of job burnout male teachers more than female teachers, and There is no significant difference between professional ethic and burnout of teachers in terms of age, work experience and educational level. Also the results of regression test showed those professional ethics are predicting a total of 48/3 percent of the variance in job burnout.

The purpose of this study was to identify the relationship female secondary teachers' metacognitive beliefs and professional self-efficacy on one side and their professional qualifications in the city of Aleshtar. The statistical population included all junior secondary school teachers of Aleshtar (i.e.  1442 teachers divided into 886 male and 576 female ones). 306 people were selected as the sample, using Krejcie & Morgan table and relative stratified random sampling method. The data was collected by three questionnaires: Wales' (1997) meta-cognitive beliefs, Sherer et al.'s (1982) self-efficacy and Mullaeinejad's (2012) teachers' professional competency. The data was analyzed through descriptive statistics (frequency, cumulative frequency, columnar graphs) and inferential statistics (Kolmogorov–Smirnov test, Pearson correlation coefficient, t-test and regression test). The results showed that there was a significant relationship the teachers' meta-cognitive beliefs and professional self-efficacy on one side and their professional qualifications on the other side. In addition, there was another significant relationship the teachers' professional self-efficacy, positive beliefs about worries and beliefs about cognitive qualification on one side and their professional qualifications on the other side. However, there was an inverse meaningful relationship the teachers' lack of controllability and risk of negative beliefs, self-confidence in memory and the need to control the beliefs on one side and their professional qualifications.

The purpose of this research was to study the relationship between spiritual intelligence and professional commitment of secodary school teachers in Qom in 2017-2018 academic years. The statistical population of this descriptive-correlational research included all secodary school teachers in Qom in 2017-2018. 364 individuals were selected as sample using random sampling method. The data collection instruments were Smith's Spiritual Intelligence Questionnaire and Meyer & Allen’s Organizational Commitment Questionnaire. The results of the data analysis calculated by employing Spearman correlation test indicate that there is a high correlation between spiritual intelligence and professional commitment of the teachers. More specifically, the ten components of spiritual intelligence, i.e. attention to spiritual values, recognition of and belief in God's mercy, service spirit, the possession of meaningful relationship to work and life, transcendental goals, conscientiousness, deep self-awareness, the ability to align individual and organizational goals, use of spiritual resources to solve life problems, and system thinking, show the highest correlation with professional commitment, respectively. In addition, it is necessary to find practical solutions to apply spiritual intelligence in education as much as possible as vthere is a significant relationship between Spiritual intelligence and professional commitment of teachers.

This study aimed to identify the strengths, weaknesses, opportunities and threats of descriptive evaluation in the fourth-grade mathematics of primary school in the city of Saqqez. In this descriptive study, the research population included all the fourth- grade teachers of primary school in the mentioned city in the academic year of 2017-2018. As the sample, 130 teachers were selected using simple random sampling method. The data was collected using a researcher-made questionnaire which included 58 items in a five-point Likert scale (very high, high, somewhat, low and very low). The content validity of the questionnaire was approved by the experts and its obtained reliability, using the test re-test method, was 0.94. The data, descriptive measures, one-sample t-test, and Friedman test, was analyzed using SPSS-24 software. The results indicated that the descriptive evaluation has a number of important strengths, including the anxiety reduction of mathematics exams in students. The most important weaknesses in the implementation of this evaluation are the high number of students in the class and the lack of most parents' confidence in this evaluation method. Its most important opportunity is increasing the morale of participation among students. Meanwhile, descriptive evaluation faces noticeable threats, such as the lack of feasibility for accurate comparison between students in terms of their learning and progress. The findings also revealed that there is no significant difference between the views of male and female teachers concerning the strengths, weaknesses, opportunities and threats of descriptive evaluation.

The purpose of this research is to study the effect of career optimism on physical education teachers’ work engagement and thriving at work in the city of Urmia. The adopted research approach was descriptive and the correlational design was based on structural equation modeling. The statistical population included all physical education teachers in urmia (N=232), out of whom 144 subjects were selected by using random sampling method. The data collection instruments were three standard questionnaires: Rottinghaus et al.’s (2005) Optimism of Career Path, Porath, et al.’s (2011) Thriving at Work and Schaufeli et al.’s (2006) Work engagement. The data was analyzed by employing SPSS 19 and Smart PLS 2. The results demonstrated that career optimism has positive effect on employee engagement and its dimensions (dedication and absorption) and on thriving at work and its dimensions (vitality and learning) (P< 0.01). Therefore, it can be said that the career optimism on work path can increase the physical education teachers’ work engagement and thriving at work, accordingly resulting in their efficiency and performance.

This applied research was conducted with the aim of evaluating the professional qualifications of Farhangian University alumni in Qom province by collecting data through a descriptive survey. Out of the statistical population, i.e. 875 graduates, 270 subjects were randomly chosen following Morgan Table. The data collection instrument was a questionnaire, the content validity of which was examined and confirmed through expert views. The reliability through Cronbach's alpha was measured to be 98%. The other statistical measures included Kolmogorov-Smirnov test for the normality of distribution, one-sample T-test and Freidman test to examine the research questions. The results showed that the status of graduates was desirable in the five qualifications of knowledge, attitudes and values, ability, skill and basic cognitive general skills, but it was moderate with respect to personal cognition. From the viewpoint of the participants regarding the sub-domains of knowledge, the highest values were the familiarity with and recognition of the multimedia, the degree of commitment for enhancing learning,  the attention to the skills in using teaching materials and technology, the negotiation skills with audience, the comprehension improvement and their activation in the teaching profession, while the lowest were regarded to be the knowledge and recognition of different languages in education, the tendency to promote students' democratic attitudes, and the skills in collecting, analyzing and interpreting documents and data, the degree of cognitive skills, divergent thought, analysis skills and the promotion of honesty.