نشریه توسعه حرفه ای معلم
سال ششم شماره 1 (پیاپی 19، بهار 1400)

The purpose of this study is to predict teachers' burnout based on their tolerance of ambiguity and self-compassion. This research is applied in terms of purpose and correlational in terms of method. The statistical population includes high school teachers in Shahrekord who were teaching in the academic year of 1399-1400. One hundred teachers were selected via random cluster sampling as the research sample. To collect data, burnout questionnaire (Maslach, 1981), self-compassion (Neff, 2003) and ambiguity tolerance questionnaire (McLean, 1993) were used. The content and face validity of all three questionnaires were confirmed by experts in the relevant field. Cronbach's alpha test was used to estimate the reliability of the instruments; The reliability of the questionnaires was calculated to be 0.70, 0.73 and 0.60, respectively. The results of multiple-regression (significance level of .05) showed that it is possible to predict the participants’ burnout based on the variables of tolerance of ambiguity and self-compassion. There is also a significant negative relationship between jobs burnout and the other variables (p <0.05). Therefore, the higher the compassion for oneself or tolerance of ambiguity, the lower the rate of burnout among the teachers. Based on the findings of this study, it is recommended that schools officials and counselors help to increase the level of tolerance of ambiguity and self-compassion as a way to reduce job burnout among teachers.

The current study aims to assess educational supervisors’ performance in educational administrators’ plan and compare it with rural guidance teachers’ plan in South Khorasan province. For this purpose, 186 teachers working in multi-level classes in the South Khorasan province, who have work experience as a guidance teacher and an educational administrator, were considered as the research population, from among whom 125 teachers were randomly selected as the research sample using Cochran formula. The instrument used in this study was Tork Zadeh and Norouzi’s (2010) Educational Guidance And Supervision Service Scale which was prepared based on Oliva and Pawalas’ (2004) model. The reliability of the instrument was calculated as 0.96 using Cronbach's alpha, and its validity was calculated and confirmed between 0.58-0.92 using item analysis. One-sample T-test, independent-sample T-test, Analysis of variance (ANOVA) and the Scheffe test were used to analyze the data. The results showed that teachers assessed performance of rural guidance teachers below the average in general. In addition, teachers generally evaluated the performance of educational administrators above the average. Finally, it was found that educational administrators generally have been more successful than guidance teachers.

Because people with different personality traits display different decisions to participate in projects introduced by the ministry of education and especially Jaber project, the aim of the present study was the comparison of the personality traits of two groups of participating and non-participating primary school teachers in Jaber project during 1399-1400 in Zaveh city. The method of the present research was descriptive and causal-comparative. The statistical population consisted of 320 primary school teachers from whom 104 teachers were selected as the sample of the study based on the availability principle (61 participating and 43 non-participating in the Jaber project). Due to the Corona virus problem and the absence of teachers in schools, data were collected through WhatsApp and Telegram social networks. In this study, participants completed the personality questionnaire developed by McCray and Costa (1975). To analyze the findings, descriptive statistics and independent samples T-test via SPSS software version 24. The results of the study showed that in terms of personality traits of extraversion, agreeableness and conscientiousness, there was a significant difference between the participating and non-participating teachers in Jaber project. Considering that personality traits are considered as important and influential factors in teachers' participation in the proposed projects, paying attention to these traits can be necessary to understand this issue.

The purpose of this study was to investigate the role of total quality management (TQM) on the relationship between organizational culture and teachers' job motivation. In this survey statistical population included 440 teachers in Firoozabad City, of which 205 of them were selected as a sample using Morgan table and using class and relative sampling method. For data collection, Organizational Culture Questionnaire of Denison (2000), Job Motivation Questionnaire of Hackman & Oldham (1975), and Total Quality Management Questionnaire of Mittel et al. (2011) were distributed The validity of the scales was assessed through content validity. Cronbach's alpha (α <0.70) was also used to estimate their reliability. The data were tested by structural equation modeling. The results showed that there is a positive and significant relationship between organizational culture with TQM and teachers' job motivation (P <0.01). There was also a positive and significant relationship between TQM and teachers' job motivation (P <0.01). The coefficient of determination showed that 23% of the variance of total quality management was explained by organizational culture. And 24% of the variance of teachers' job motivation was explained and predicted by the variables of organizational culture (cohesion and coordination and change) and TQM (teamwork, assessment and feedback, training and development). Finally, it can be said that TQM played a mediating and effective role in the relationship between organizational culture and teachers' job motivation.

The main purpose of this study is to provide a leadership competency model for primary school administrators, which has been done via the Grounded theory approach. Data collection tool was a semi-structured interview with 22 school administrators, deputies and teachers who were selected based on theoretical sampling method. In this study, content analysis method was used to analyze the interviews and to determine the validity of the adaptation by members and peer review. To estimate the reliability of the instrument, the test-retest and the internal consistency methods were used. Concepts and components of leadership competencies (144 key concepts, 29 primary categories and 5 secondary categories) were identified from the interviews and developed in the form of the Grounded theory conceptual model. According to the research findings, the central category is the leadership competence of the administrators. The components that emerge from the heart of the interviews are as follows: The components of strategic planning (strategic thinking, foresight, goal setting); Comprehensive management components (behavior management, resource management, cost management, contingency management, motivation); Knowledge-building components (scientific specialty, education knowledge, management knowledge, communication knowledge, research skills, communication skills, creating communication networks, recognizing school activities, recognizing values, understanding the environment, structure recognition), the components of personal characteristics include (moral, behavioral, personality, attitude, intelligence and belief) as well as the components of credibility include (reputation among school administrators, moral reputation, change agent).

The Pandemic of Covid-19 Virus has shown that the weaker a country has been in developing its teachers’ profession development over the past years, the more likely it is that the country's education system will run into a series of problems. The present study was conducted to solve the problem of professional development of teachers of Khayam school in Shahreza during the recent Corona Pandemic. In this study, the professional development of Khayam primary school teachers in the academic year 1399-1400 was studied and the aim was to promote the professional development of teachers in this school. The present study is a mixed-method research. In the qualitative part of the research, the action research technique was used. The statistical population of the present study consisted of all teachers of Khayam school (N=13) who were selected by purposive sampling. This study is an applied research in terms of purpose and a descriptive-analytical and survey research concerning its nature and method of implementation. Data were collected through a researcher-made questionnaire. Quantitative data analysis was done using SPSS software (version 26). The reliability of the questionnaire was calculated through Cronbach's alpha which turned out to be 0.804. The content validity of the questionnaire was determined via some experts’ review. Based on the findings, it was concluded that; the implementation of the specified solutions was effective and after comparing the pre-test and post-test results, it can be seen that the implemented solutions were very effective (P<0.0001). Therefore, the researcher's hypothesis was confirms.