Validation of the Professional Qualifications Model for Multi-Grade Teachers

Subject Areas :

Fatemeh Tahmasebi ¹ , Abbas Gholtash ^{2 *} , Seyed Ahmad Hashemi ³ , Aliasghar Mashinchi ⁴

1 - Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran
2 - Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
3 - Professor, Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran
4 - Assistant Professor, Department of Educational Sciences,Lamerd Branch, Islamic Azad University, Lamerd, Iran

Received: 2024-12-25 Accepted : 2025-01-11 Published : 2025-04-12

Keywords: Professional qualifications, multi-grade teachers, accreditation,

Abstract :

Introduction: Teachers' professional qualifications are essential to ensure the quality of education and create effective learning environments. The aim of the study was to validate the professional qualifications model of multi-grade classroom teachers.

 

Methodology: The research method was descriptive survey type. The statistical population was education experts in the country, 20 people were selected by convenience sampling method. The data collection tool was a researcher-made questionnaire with 50 questions. This questionnaire was the result of the qualitative part of the research, in which a model of teachers' professional competence was developed. The questionnaire was provided to the experts in two stages, and after receiving their opinions, CVR and CVI were calculated and the validity of the model was confirmed.

 

Findings: Considering both CVR indices equal to or greater than 0.49 and CVI greater than 0.79, the model has the necessary and sufficient validity and it can be said that the components obtained in the qualitative section are the components of the professional competence model of teachers in multi-grade classes. The main components of the model included: ethical competence, communication competence, mastery of subject-specific educational knowledge, subject-specific knowledge competence, educational competence, competence in self-professional development, behavioral competence, biophysical competence, political competence, personality competence, emotional and attitudinal competence, religious-belief competence, general knowledge competence, cultural and social competence, educational management and leadership competence..

 

Conclusion: Given that the model is sufficiently comprehensive and its validity has been confirmed by experts in the field of education, its components are appropriate to the current needs of the teaching profession in multi-grade classrooms

 

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