The aim of this research was to determine the role of teachersʼ professional competencies predicting mathematical achievement of students in regular and special schools. To this end, a sample consisting of 363 boy students of high schools in Rafsanjan (210 from regular
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The aim of this research was to determine the role of teachersʼ professional competencies predicting mathematical achievement of students in regular and special schools. To this end, a sample consisting of 363 boy students of high schools in Rafsanjan (210 from regular schools and 153 from special schools) were selected. To measure the academic achievement of the students, their math scores were used and to determine the professional competencies of math teachers, a questionnaire was used. After exploratory factor analysis of the questionnaire, three factors including competencies of cognitive, affective and skill were identified. The Cronbach’s alpha coefficients for the fundamental factors were found to be 0.88, 0.87 and 0.83, respectively. The results of the convergent and discriminant validities showed that the questionnaire had sufficiently good validity. Then, math teachers’ professional competencies from the students' point of view were prioritized. The results showed that between competencies of cognitive, affective and skill of math teachers and mathematical achievement of the students there was a positive relationship and that its amount in special schools was more than regular schools. It was found that skill competencies of teachers in regular schools and affective competencies of teachers in special schools can be predictors of the studentsʼ mathematical achievement. Finally, the importances of professional competencies in the process of training, attraction and performance appraisal of math teachers were emphasized.
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