JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT
Year:2019 | Volume:4 | Issue:1 |Papers Count:6

The current study aimed to compare the personality traits of teachers graduated from Farhangian University with those of teachers who graduated from other higher educational institutes in Kurdistan province. In this causal-comparative study, a total of 226 teachers were selected using a two-stage cluster random sampling, which included 84 teachers graduating from Farhangian University and 142 teachers graduating from other higher education institutions. The data were collected by using the standard test of NEO-FFI. The findings indicated that there was a significant difference between the two groups of teachers in terms of agreeableness, extraversion, and conscientiousness personality traits. In the first two traits the Farhangian University graduates outperformed the other group while in the last one teachers graduating from other higher education institutions outperformed the Farhangian University graduates. It was also found that the two groups did not perform differently in terms of openness and neuroticism traits. Male teachers who graduated from Farhangian University scored significantly higher than their female counterparts in the extraversion personality trait. Concerning other university graduates, there was no significant difference between male and female teachers in any of the five personality traits.

Teaching professionalism is a lifelong process in which teachers are supposed to acquire capacities, upgrade their professional status, fulfill the highest standards, and achieve excellence. For evaluating the quality and quantity of such capacities and standards, certain benchmarking criteria have been developed in the realm of teacher education. In this line of inquiry, this paper proposes a model of teaching professionalism in which teachers are supposed to experience simultaneously developing strands in which they start as novice teachers, pass through some intermediate stages of semi-professionalism, and in a piecemeal fashion transform into expert teachers with the highest integrity and competence. For ease of understanding, the starting point and the final point as the extremes of each continuum are depicted as dichotomies to give a better picture of the developmental process of teacher professionalism. This conceptual model of professionalism can equip prospective teachers with an analytical framework to broaden their horizons and direct their attention and efforts towards developing core competencies by moving away from one side of each continuum and approaching the other side.

There is ample evidence for the belief that some of learners’ problems are rooted in failing to attend to the learners’ socio-psychological capabilities, especially their Self-Management. The purpose of the present study was determining the effect of socio-emotional learning program on the Self-Management of student-teachers of Farhangian university in East Azerbaijan. This study is a quasi-experimental research with pretest-posttest design and an unequal control group. The statistical population of this research includes all male (N=754) and female (N=686) student-teachers in Farhangian University (Allameh Amini and Al-Zahra campuses in East Azarbaijan). Based on the research method, 140 students (two experimental and two control groups) were selected through random cluster sampling. The experimental groups were trained using the comprehensive socio-emotional learning program in 5 sessions (1. 5 hours each) and the control groups did not receive any intervention. In order to collect the data on the self-management of the students, socio-psychological efficiency questionnaire was used. The data was analyzed using one-way analysis of covariance. The results showed that using comprehensive socio-emotional learning program had a significant effect on the self-management of both male and female Participants and there was no significant difference between the male and female student-teachers in this regard. The results of the present study confirmed the effectiveness of socio-emotional learning program training on the self-management of the student-teachers.

The purpose of this study was to investigate the relationship between principals 'ethical leadership and teachers' organizational citizenship behavior. The research method is descriptive-correlational and the statistical population includes all elementary and secondary school teachers of Khaf city which were about 1800 people. A sample of 200 people were selected by cluster random sampling based on Morgan’ s table. The research method is quantitative, descriptive and correlational. Modified questionnaires of Moral Leadership of Brown et al. (2005) and Organizational Citizenship Behavior of Organ & Kanusky (1988) were used for data collection. The validity and reliability of the questionnaires were evaluated and the results indicated that the validity and reliability of the research tools were acceptable. Descriptive (central and dispersion indices) and inferential tests (Pearson correlation coefficient and multivariate linear regression) were used for data analysis via SPSS software. The results showed that principals' ethical leadership had a positive, direct and significant relationship with organizational citizenship behavior of Khaf teachers (α =. 01). Also, based on the results, the components of principals’ 'ethical leadership can explain 37. 4 percent of variance of teachers' organizational citizenship behavior. Moreover, the ethical principal component (0. 376), compared to the ethical individual component (0. 27), is a stronger predictor of teachers' citizenship behavior.

The purpose of this study was to identify the relationship between emotional regulation and daring with psychological well-being among high school students. In this study, descriptive correlational research method was used. The target population was high school students in Harris County who were selected based on cluster sampling method. First, 320 students were selected according to Krejcie and Morgan table. Then, three questionnaires, including Garnefsky’ s (2001) emotion regulation, Shering’ s (1980) Daring questionnaire, and Ryff’ s (1989) psychological well-being questionnaire, were used to collect the required data. The content validity of the questionnaires was checked and their reliability was estimated using Cronbach’ s Alpha, which turned out to be 0/93, 0/90 and 0/92 respectively. Descriptive and inferential statistics such as mean, percentage, Kolmogorov-Smirnov test, Pearson correlation and multivariate regression were used to test the hypotheses. The results of Pearson correlation and multivariate regression tests showed that there is a significant relationship between emotional regulation and daring variables with the students’ 'psychological well-being and also it was found that emotional regulation and daring can account for about 67 percent of the students' psychological well-being total variance.

Teachers are the main elements of a curriculum and education system. Success and failure of an education system depends on its teachers. If they have a coherent and well-formed professional identity, they will lead to the success of the system. Professional identity, like other aspects of identity, is affected by various factors. Studying this identity depends on the identification of such factors. Therefore, the present study is an attempt to examine these factors. This article is a systematic review study. After searching different databases, 81 articles were found. Having read the abstracts of the articles, the researchers selected 44 articles for systematic review. Various factors affecting teachers’ professional identity were identified through the review. These factors were classified into five categories including: 1. Background factors 2. Personal factors 3. Cultural-social factors 4. Professional factors and 5. Political-economic factors. From among these categories, personal factors were more prominent than others and had a greater role in changing and developing professional identity.