فصلنامه نوآوریهای آموزشی (Mar 2018)
Developing a competency model for teachers of Iranian public high schools
Abstract
The purpose of this study was to design and validate a competency model for teachers of Iranian public high schools. It was a developmental study according to the research objectives and a mixed methods study with exploratory design according to the research method. The materials in the qualitative section of the study included data of the interviews. The research sample in the qualitative section of the study consisted of the 4 groups (n = 23), i.e., scientific experts (n=6), education managers (n=5), high school principals (n=6), teachers of public high schools (n=6) in Tehran who were selected through purposeful sampling method. Also, the research sample in the quantitative section of the study included 350 scientific experts who were selected through multistage stratified sampling method. The research instrument consisted of deep interview and the researcher-made questionnaire including 75 items and 1 open-ended question, with α = 0.95, showing high reliability. The qualitative data were analyzed using content analysis method. Findings of the qualitative data analysis were verified by interviewees using Delphi technique. The questionnaire data were analyzed using the descriptive statistics (mean, variance, standard deviation and drawing the diagram) and inferential statistics including the statistical tests of Kolmogorov-Smirnov, Chi-square test, Kruskal Wallis, Exploratory Factor Analysis, Confirmatory Factor Analysis and multivariate regression coefficients. Findings showed that the competency model for teachers of Iranian public high schools include 71 competency components which were classified into eight factors (principle components) namely, knowledge, abilities, skills, insight, attitude, ethical characteristics, personality characteristics and credibility. Based on the results, it could be concluded that the most important competencies of a teacher is having the abilities and skills required for doing professional duties and responsibilities.
