Relation between Elementary Teachers' Professional Capabilities and Students Achievement in City of Isfahan

Abstract

 The present study which is based on the professional efficiency model of Quebec, Canada, is conducted to investigate the relationship between the professional efficiencies of the primary-school teachers and the students’ educational achievements in Isfahan. Six components professional skills are investigated here including criticism and interpretation of knowledge and culture, capability of expression, evaluation, information technology and communication, teachers’ cooperation in the professional development, teachers’ professional ethics . To determine the students’ educational achievements, the total average of the students is used. To collect data a self-made questionnaire was used that Its validity is examined by the experts and its reliability is calculated at 92 by Cronbach’s alpha coefficient. The results of the research showed that there is a significant and positive relationship between the six components of the professional efficiencies of the primary-school teachers and students educational achievement. A comparison between the professional efficiencies of the teachers of Isfahan, on the basis of the demographic traits, showed that female teachers, teachers with an MA or a PhD degree, teachers with an experience of less than 10 years, and the teachers of the 4th grade are more efficient than other teachers. Students at district one in Isfahan have a better educational achievement than other students .

Keywords

• professional efficiency
• educational advancement