Self-efficacy is a person’ s beliefs about his or her ability for organizing and executing necessary actions to achieve the intended results. This study was an applied research and data collected through a survey method. The study was a causal-comparative research. This study aimed to anticipate level of teaching self-efficacy of agricultural trainers based on teaching strategies in the classroom. Statistical population was consisted 210 agriculture trainers of applied scientific centers of agricultural higher education in Tehran and Alborz Provinces. 130 trainers were randomly selected according to finite correction population formula. Research instrument was a standard questionnaire which its face, construct and discriminant validity was confirmed. Ordinal Theta and composite reliability coefficients were satisfied. Statistical dominant structural equation modeling method employing partial least squares (PLS) method was applied. The results showed that between the teaching strategies and six dimensions of teaching self-efficacy (motivation of the students, adapting to changes, interaction with parents, learners, dignity trainers, self-efficacy in education, adapting teaching to individual needs) were significant relationship. In this regard, the more appropriate the teaching strategies the teacher uses in the classroom, the better the selfefficacy of the trainer. This increase in self-efficacy leads to the greater willingness, enthusiasm, commitment, motivation, and dedication of more time for students to learn, which, finally improve the students’ academic achievement. Hence, holding training courses for educators, which will improve their teaching skills, would be a good way to enhance their self-efficacy.

Drawing on self-efficacy theory this applied survey study was aimed to investigate variability of positive affects using dimensions of teaching self-efficacy among agriculture trainers. Statistical populationwas consisted of 210 agriculture trainers of applied scientific centers of agricultural higher education inTehran and Alborz Provinces which 130 trainers were randomly selected according to finite correctionpopulation formula. Research instrument was a standard questionnaire which its face, construct and discriminant validity was confirmed and its Ordinal Theta and composite reliability coefficients were satisfied. Statistical dominant structural equation modeling method employing partial least squares (PLS)method was applied. the Results showed that self-efficacy in motivate students and Maintain Discipline, could result in positive affect while teaching and at situations which is called as a teacher. Also it wasclarified that having self-efficacy in education could result in positive affect at situations which is calledas a teacher.

this research was conducted to investigate the effect of curriculum planning literacy on the creative teaching of teachers with the mediating role of teaching self-efficacy. Method: The research method was descriptive-correlational of the structural equation modeling type. The statistical population of the research included all female elementary, middle, and high school teachers in District 2 of Kermanshah city, numbering 550, of whom 226 were selected as the sample size using Cochran's method and simple random sampling, but 221 cooperated with the researcher. Three questionnaires were used to measure the data. a: Creative teaching questionnaire (Hong et al., 2005), b: Teaching self-efficacy questionnaire (Tschannen Moran and Woolfolk, 2001), c: Curriculum planning literacy questionnaire (Norbakhsh, 2012). For data analysis, inferential statistical tests, and structural equation modeling, partial least squares using Smart PLS software were used. Findings: Data analysis showed that curriculum planning literacy has a positive and significant effect on creative teaching and teaching self-efficacy, teaching self-efficacy, in addition to having a positive and significant effect on creative teaching, plays a mediating role in the relationship between curriculum planning literacy and creative teaching. Also, the conceptual model has a good fit with the empirical model. Discussion and Conclusion: Effective curriculum design cultivates teaching creativity. Curriculum literacy has a significant impact on creative teaching by providing a framework that encourages the integration of creativity into teaching methods. This integration is crucial for fostering an environment where both teachers and students can discover and develop their creative potential.

This study aimed to propose a causal model of online teaching effectiveness based on online teaching literacy, with the mediating role of online teaching self-efficacy. The statistical population of this applied quantitative correlational research comprised all professors of Payame Noor universities in Iran. The sample consisted of 350 professors, conveniently selected. Online Teaching Literacy, Online Teaching Self-Efficacy, and Online Teaching Effectiveness Questionnaires were used to collect data, which were analyzed in SPSS 24 and AMOS. The findings showed a correlation of 0. 68 between online teaching literacy and online teaching self-efficacy, a correlation of 0. 70 between online teaching literacy and online teaching effectiveness, and a correlation of 0. 77 between online self-efficacy and online teaching effectiveness, significant at the p < 0. 01 level. Introduction The growth and development of information and communication technology (ICT) have revolutionized the modern methods of electronic learning and expanded online classes into an inclusive format to reduce costs and save time (Keengwe & Georgina, 2012: 370). As a result, educational institutions have oriented towards free and accessible educational systems for mass audiences (Hanushek, 2011: 475,Rudestam, 2004: 427). In fact, we are entering a new world of education in which learners can teach themselves regularly through online courses (Anderson, 2008: 22). ICTs have recently created new challenges and opportunities for educational design (Sejzi, Aris & Yahya, 2012: 566). Universities and educational centers cannot meet the needs of the country and the large number of applicants for high-quality education merely through face-to-face education. As such, most universities have turned their attention towards virtual education (Yasini & Taban, 2015: 183). Meanwhile, some researchers have shown that the relationship between online teaching effectiveness and online teaching literacy is mediated by variables such as educational satisfaction (Aldhahi et al., 2022: 1329) and the level of online teaching self-efficacy (Ozkan, Koseler, & Baykal, 2009: 112). The present study examined the role of online teaching self-efficacy in the relationship between online teaching effectiveness and online teaching literacy. The COVID-19 pandemic has impacted the activity of universities and educational institutions (Baroudi & Shaya, 2022). Thus, this study aimed to propose a causal model of online teaching effectiveness on online teaching literacy with the mediating role of online teaching self-efficacy. Methodology This was an applied quantitative correlational study using path analysis. The statistical population comprised all the professors of Payame Noor universities in Iran who (according to self-reports) participated in one or more online courses and electronic education in the academic year 2021-2022. A sample of 350 was conveniently selected. By eliminating the incomplete questionnaires and outliers, 335 questionnaires were finally included in the data analysis. Descriptive statistical methods (mean and standard deviation), Pearson’s correlation, and structural equation modeling (SEM) were used to analyze the data to propose the model. The participants of this study were four female Ph. D. candidates. This small sample was selected because this study needed specific detailed interpretive descriptions and a deeper interaction with each individual. Semi-structured interviews were used to collect the data. Due to the COVID-19 pandemic, the interviews were conducted through phone calls, and the additional steps were taken through WhatsApp Messenger. The interviews were transcribed immediately, and the final transcripts were handed over to the participants for review. Results Based on the findings of the research, it was found that among the sub-components of online teaching literacy, time management has the highest average and technical competence has the lowest average, which shows that the attention and emphasis on the variable of time management has been more than other variables. Also, based on the findings, it was found that among the sub-components of online teaching self-efficacy, the classroom management sub-component has the highest average and the effectiveness sub-component in student participation has the lowest average, which shows that the attention and emphasis on the online teaching self-efficacy variable is relatively high. It has been more to other variables. In addition, the findings show that among the sub-components of the effectiveness of online teaching, the sub-component of interaction between professors has the highest average, on the basis of which it can be said that this variable is more important and the participants have devoted higher scores to this sub-component. Based on the obtained correlation coefficients, it is clear that the relationship between the self-efficacy of online teaching and the effectiveness of online teaching is higher than other relationships, which indicates the importance of self-efficacy in the field of online teaching effectiveness. AMOS bootstrap maximization method was used to check the significance of indirect hypotheses. Considering the significance of the direct paths of online teaching literacy to the effectiveness of online teaching and at the same time the confirmation of the path of online teaching self-efficacy to the effectiveness of online teaching was investigated through the bootstrap method. As the results show, the lower limit of the confidence interval for online teaching self-efficacy as a mediating variable between online teaching literacy and online teaching effectiveness is (-0. 0115) and its upper limit is (-0. 0611). The confidence level for this confidence interval is 95. Considering that zero is outside this confidence interval, this relationship is a significant mediator,Therefore, online teaching self-efficacy plays a role as a mediating variable in the relationship between online teaching literacy and online teaching effectiveness. Discussion and conclusion This study aimed to test the fit of the proposed model and the causal relationships between predicting online teaching effectiveness based on online teaching literacy mediated by online teaching self-efficacy in the form of a structural model. The findings revealed that online teaching self-efficacy mediated the relationship between online teaching literacy and online teaching effectiveness. One of the most important theoretical implications of this study is that it has identified and fully examined a major variable in virtual and online teaching and learning (online teaching self-efficacy) and delineated its relationship with other variables,all this contributes to the theoretical development of online learning. One of the most important practical implications of this study is the development of two questionnaires (for online teaching self-efficacy and online teaching literacy), which will help researchers when investigating online teaching.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

Background and Objective: Among the many factors that are involved in the field of education, the role of the teacher is certainly more prominent than others, and in fact the leadership of the future generation of any society is in the hands of the teachers of that society. Therefore, the teachers’ personality should be projected in a way that students accept them as a knowledgeable, kind, and honest leader and consider them as their role model. Obviously the teachers can fulfill their educational mission and meet the social expectations when they have sufficient and necessary qualities. One of these qualities that is related to the success or failure of teachers, is self-efficacy. Another important feature is the attitudes of teachers towards their jobs that guarantee organizational efficiency. In addition, these factors increase competition and better performance among teachers in the future, and have a strong relationship with students’ success. Considering the importance of professional attitudes and self-efficacy, the present study intends to examine the effectiveness of flipped instruction on professional attitude and self-efficacy of high school teachers in Tehran. Methods: The present study is a non-empirical quantitative research with a causalcomparative (retrospective) method. The statistical population included all high school teachers at 22 districts of Tehran who adopted inverse teaching method. Using purposive available sampling method, 15 teachers who had the highest score in terms of gender, years of experience, type of employment, and the district of service were selected as the study group. 15 counterparts who were teaching via the conventional methods were selected as the control. To investigate the effectiveness approach, the dependent variables of professional attitude and self-efficacy were examined by related questionnaires. To analyze the data, multiple analysis of variance and one-way analysis of variance were used. Findings: The results indicate that the level of the professional attitude and self-efficacy in general and the components of self-efficacy were significantly higher for teachers using flipped classroom methods than teachers who used conventional methods in their class. Conclusion: The present study showed that a teaching method can also have a positive effect on teachers' professional attitude and self-efficacy. For better efficiency of this method, parents are required to cooperate with teachers and the country's officials are expected to introduce this approach in in-service courses. It is recommended to researchers to include male samples teachers with less than 20 years of experience in their studies in other parts of the country.

The purpose of this study was to compare the effectiveness of the participatory and traditional teaching methods on academic etiquette, self-efficacy and self-regulation in students. The research method was a pretest-posttest design with a test group and a control group. The statistical population of this study was all boys of the 7th grade students who studied in the 2nd district of Rasht in the academic year 98-97 in public and non-governmental schools and 1320 people were in charge of the education department. The sample group, 40 students from the 7th grade, were selected randomly in cluster sampling and replaced in two groups (control and experiment). At first, self-esteem, self-efficacy and self-control questionnaires were used for both groups (pre-test). Subjects in the intervention group received a participatory training program in the form of 8 sessions of 90 minutes and one week, while the control group received the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (retest). Findings showed that the implementation of participatory teaching method has a significant effect on academic eagerness (p <0/01); implementation of participatory teaching method has a significant effect on self-efficacy (p <0. 01) and the implementation of participatory teaching method on self-regulation, Has a significant effect (p <0. 01).

The purpose of this study was to determine the effectiveness of e-learning methods in educational engagement, educational self-efficacy and self-control of students. The research method was a pretest-posttest design with an experimental group and a control group. The population included all the 7th grade male students who were studying at public and private schools in the 2nd district of Rasht in the academic year of 1397-1398 amounting to 1, 320 people. 40 students were selected as the sample through cluster sampling and were placed in two groups (control and experiment). At first, educational engagement, educational self-efficacy and self-control were used for both groups (pretest). Then, the experimental group received an e-learning program in the form of 8 sessions of 90 minutes in one week, while the control group was provided with the traditional teaching method. After this stage, both groups were evaluated by a questionnaire (posttest). The results showed that the implementation of the e-teaching method has a significant effect on academic engagement (p <0. 01), the implementation of the teaching method on self-efficacy has a significant effect (p <0. 01), and the implementation of e-learning method on self-control has a significant effect (p <. 01). The results of the study showed that in the teaching method, learners are more motivated and more willing to participate in the learning process for ease of access to information and educational content, which leads to self-efficacy and selfcontrol.