Determining the competency indicators of the first grade high school teachers in Karaj city

Subject Areas : Education

farzad eskandari nasab ¹ ( PhD student in Psychology, Department of Psychology Education of Tehran University of Research Sciences, Iran )
Khadijeh Abolmaali ² ( Associate Professor, Department of Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran 3. Full Professor, Department of Psychology, Allameh Tabatabai University, Tehran, Iran )
Freeborz dortaj ³ ( Full Professor, Department of Psychology, Allameh Tabatabai University, Tehran, Iran )
Freeborz Bagheri ⁴ ( Associate Professor, Department of Psychology, Research Sciences Branch, Islamic Azad University, Tehran, Iran )

Received: 2023-04-10 Accepted : 2023-05-30 Published : 2023-03-21

Keywords: foundational data theory, Keywords:competence, first round secondary school teachers,

Abstract :

Introduction: The present study was conducted with the aim of determining the competency indicators of the first grade high school teachers in Karaj city in the academic year 2021. research methodology: The research method was a qualitative type of grounded theory with a systematic approach of Strauss and Corbin, until the theoretical saturation, 10 experts, specialists, and officials in the field of education in Karaj city, who were knowledgeable in the executive departments and issues related to the competence of teachers, were selected in a purposeful manner. A semi-structured interview was used to collect data. In data analysis, 359 primary codes, 36 components with 220 concepts were obtained by using open, central and selective coding. Findings: The findings indicated that the components are based on indicators such as the causal conditions of teachers' competence, including: responsibility, being a role model, etc.; contextual conditions include: conscientiousness, self-confidence, etc.; Strategic conditions include: familiarity with educational psychology, flexibility, etc.; Intervening conditions include: innovation, the ability to diagnose and solve the problem, etc.; Consequence conditions including: consulting skills, management skills, etc. were identified. Conclusion: Based on the findings of this research, it is possible to pay attention to the identified causal, contextual and strategic factors in improving the competence of teachers.

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