درخت حوزه‌های تخصصی

Purpose: The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents. Methodology: This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents (Fundamental Reform Document of Education (FRDE), National Curriculum, Comprehensive Scientific Map of the Country, and 20-Year Perspective Document for Iran) to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. In the selective coding stage, a standard model of teachers' professional competence on the basis of high-level documents was developed. The research instrument in the quantitative phase was a researcher-made questionnaire derived from the qualitative results of the research. The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence. Findings: According to the results of t-statistic, all factor loadings were significant at 99% confidence level and played a significant role in developing the standard model of teachers' professional competence on the basis of high-level documents of Education. Conclusion: The proposed model enjoyed an appropriate quality and was approved. Managers, teachers, and administrators in the education of teachers can employ the symbols, concepts, and categories identified in this study in their future planning to shape the teachers' professional competence.

Purpose: The purpose of this study was to investigate the relationship between social capital and quality of life with job satisfaction of teachers. Methodology: The present study was a descriptive correlational one in terms of purpose and method of data collection. The target population of this study was the teachers of Tehran city in 1998-99. 180 individuals were selected through multistage cluster random sampling. Data were collected using the Gannon Job Satisfaction Questionnaire (1981), Nachapithe and Guchal Social Capital Questionnaire (1998), and the World Health Organization Quality of Life Scale (1996). Findings: The results showed that social capital and quality of life had a significant positive relationship with teachers' job satisfaction. Also, structural capital, communication capital and cognitive capital and quality of life significantly predicted 48% of teachers' job satisfaction (P <0.05). Conclusion: The results of the study showed that social validity and validity, which are the major components of teachers 'social capital, determine the quality of life and will lead to teachers' job motivation and job satisfaction.