JOURNAL OF TEACHERS PROFESSIONAL DEVELOPMENT
Year:2020 | Volume:5 | Issue:1 (15)|Papers Count:6

Understanding the phenomenon of job plateau is of special importance among teachers because this phenomenon is very common among teachers in terms of job characteristics and organizational context and makes it difficult to manage the career path. Therefore, in the present study, the effect of organizational and superior’ s support on the content and structural job plateau of teachers has been investigated. The statistical population of this study is all secondary school teachers in Tehran in the academic year 1397-1397 from among whom 423 teachers were selected as the sample using stratified random sampling. The results of Pearson correlation coefficient showed that the relationships between all research variables are significant at 99% confidence level. The results of regression test showed that the standard regression coefficients related to the variables of superior’ s support at 95% confidence level and organizational support at 99% level on the structural and content plateau are significant. These results show that the higher the support of the superior and the support of the organization, the lower the content and structural plateau of teachers.

The present action research entitled “ How Could I Improve the Level of Interest, Motivation and Progress of Sixth Grade Students in Mathematics by Using Active Methods and Creating Applied Learning Opportunities in Teaching and Learning? ” was performed on a sample of 26 students in Shahid Bahonar 2 Primary School, Hamadan in the academic year of 1398-99. The main goal of the study was creating interest and improving students' academic progress in mathematics. After observing problems such as lack of attention, not doing homeworks properly, anxiety and lack of self-confidence, roots of the problems were analyzed via interviews with students, observing behavior, holding parentteacher meetings and reviewing teaching methods and determining the students’ academic status. In this research, strategies such as using active teaching methods (e. g. problem solving and exploratory methods), arousing motivation, correct way of understanding problems, teaching mathematics in a practical way and creating practical situations in life and paying attention to individual differences were used. After implementing these strategies, the results showed that “ very good” and “ good” grades of students in the second round (June) compared to the beginning of the school year increased by 34. 6% and their interest rate rised by 57. 7% in thje same period.

The aim of the present study was to examin the solutions for professional development of elementary school teachers in Lalegin. To this end, from among 175 elementar teachers, 110 were selected based on cluster random sampling procedure. To collect data, a researcher-made questionnaire was used. The questionnaire was a Likert-type instrument with five options. Using descriptive statistics (e. g. mean, SD, frequency percentage, etc. ) and inferential statistics (e. g. Kolmogorov-Smirnov test, and one sample T-test etc. ) the data were analyzed. The results showed that there is a significant difference between the traditional and alternative approaches. From among traditional models, supervision of the teacher in the classroom, in-service, and clinical supervision are the main priorities respectively. From among models of alernative approach, cooperative, using radios and virtual space, and professional development schools at precession models are of the highest priorities. Teacher networks at precession, school improvement plan, action research, inter-institutional collaboration, increasing teacher participation in new roles, professional development opportunities, other university-scools partnerships, skill development, reflective models, change-oriented staff development, other forms of distant education, project based, and self-directed development models are the next priorities respectively. In conclusion, curriculum developers are advised to do surveys to find priorities for teachers’ professional development.

This study aims to investigate the effect of metacognitive strategies instruction on reading comprehension among learners with different degrees of awareness of metacognitive reading strategies and motivation to read in English. For this purpose, after receiving reading comprehension strategies and motivation to read questionnaires and obtaining scores below or above the mean, 85 students were divided into four groups with different degrees of reading strategies awareness and motivation to read. The participants were instructed reading comprehension strategies and test of reading comprehension was given to them. Instruments employed in the study were the 40-item standard test of English propficiency (Nelson), reading comprehension test (Talebi, 2015), reading strategies questionnaire (Mokhtari & Reichard, 2002), and motivation to read questionnaire (Komiyama, 2013). For data analysis, descriptive statistics including mean and standard deveiation and inferential statistics of ANCOVA were used to test the research hypotheses. Analysis of data showed that as a result of reading strategy instruction, all four groups improved significantly in reading comprehension ability. The overall improvement was most observed in the group with the highest degree of awareness of reading strategies and motivation to read and least observed in the group with the lowest degree of awareness of reading strategies and motivation to read. Catergorywise analysis also showed inconsistency in reading performance in different groups. It can be concluded that the different combinations of learner charecteristics have effects on the outcome of the instruction of metacognitive reading strategies and material developers and reading instructors are recommended to consider them.

The aim of this study was to investigate the reflection of emotional intelligence on the job performance of teachers in district 15 in Tehran in the academic year of 2019-2020. The statistical population of the study included all 1248 employed teachers. Based on the Cochran's formula, 295 people (115 males and 180 females) were randomly selected as the sample. For data collection, the standard Shering Emotional Intelligence Questionnaire (1996) with 34 items with reliability of 0. 94 and Porter's Job Performance with 24 items and estimated reliability of 0. 90 were used. The validity of both questionnaires was also confirmed by ten qualified professors. In order to analyze statistical data, both descriptive and inferential statistics were employed, using SPSS software. At the descriptive level, frequency, mean, and standard deviation were used. Considering inferential statistics, Pearson correlation and multiple regression were used. The results showed that there was significant relationship between each of the components of emotional intelligence (selfawareness, self-control, self-motivation, social skills and social awareness) and job performance. Emotional intelligence can predict employees' job performance through four components of selfcontrol, empathy, motivation, and social skills.

The purpose of this research was to examine the relationship between time management skills and job stress among female high school teachers. The research method was descriptive-correlational. The statistical population was all the female high school teachers in Ardabil city (N=530), from among whom, 216 teachers were selected based on Morgan's sampling table with a stratified random sampling method. The data were collected by Bordbar Job Stress Questionnaire and Queen's Time Management Questionnaire. The formal and content validity of both questionnaires were confirmed using experts’ opinion, and their reliability was estimated via Cronbach's alpha method, which was 0/87 for job stress and 0/76 for time management questionnaire. The collected data were analyzed using one group t-test, correlation coefficient and analysis of variance. The findings of the research showed that there is a significant negative relationship between time management skills and job stress among teachers; The current status of teachers' time management skills is in a desirable level, but the job stress of teachers were higher than the mean. Teachers with more work experience had the highest level of time management skills, and younger teachers had more job stress than older colleagues.