This study explores the Motivational components within teacher rating systems and their impact on professional growth Motivation. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, Motivation, and professional development literature. By examining various texts and research findings on teacher Motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's Motivational theory, this study provides recommendations to bolster teacher Motivation and job satisfaction through improvements in the rating system.

This study was conducted to investigate the relationship between perceived competence and academic resiliency with respected to mediating role of Autonomous Motivation. The target population of the study comprised Tehran universities students who were studying at education and psychology faculties in the academic year of 1393-1394. The sample consisted of 438 students who were selected by random cluster sampling method. The instruments used in this study were: Academic Motivation scale (Vallerand & colleagues, 1989), perceived competence scale (Williams & Deci, 1996) and academic resiliency questionnaire (Martin, 2003). The research method applied to this study was structural equation modeling. The results revealed that perceived competence had direct effect to predict academic resiliency. Furthermore, Autonomous Motivation mediated the relationship of perceived competence with academic resiliency.

Background: The present study aimed to identify teaching styles and determine their correlation with Autonomous Motivation among the faculty members of two universities in Tabriz, Iran. Methods: This cross-sectional study was conducted among 305 faculty members of humanities, basic sciences, engineering, agriculture, and medical sciences departments at Tabriz Universities. The samples were selected through stratified random sampling during the first semester of 2018-19. Research instruments included the Staffordshire Evaluation of Teaching Styles questionnaire, and the Autonomous Motivation for Teaching questionnaire. Data were analyzed using Pearson correlation, MANOVA, and Friedman tests in SPSS v. 23. All statistical tests were conducted at a significance level of 0. 05. Results: A significant difference was found among faculty members in the "all-round flexible and adaptable", "official formal curriculum", "straight facts, no nonsense", and "big conference" styles (P<0. 05), but they were not significantly different in "sensitive student-centered", and "one-off" styles (P>0. 05). There were positive correlations between external Motivation on the one hand, and all-round flexible and adaptable, official formal curriculum, and one-off styles on the other (P<0. 001), and negative correlations between external Motivation and straight facts no nonsense style (P=0. 001). Positive correlations were also found between internal Motivation and student-centered (P=0. 001), big conference (P=0. 002), and one-off (P=0. 003) styles, and between identified Motivation and student-centered, straight facts no nonsense, and big conference styles (P<0. 001). Besides, internal Motivation was negatively correlated with all-round flexible and adaptable (P<0. 001), and official formal curriculum (P=0. 003) styles, and intrinsic Motivation was positively correlated with studentcentered (P=0. 001) and big conference (P<0. 001) styles. Conclusion: Correlations were established between teaching styles and Autonomous Motivation for teaching, so that productive styles, such as the “, sensitive student-centered”,teaching style, were mostly correlated with intrinsic Motivation, and reproductive styles, such as the “, big conference”,teaching style, showed correlations with external types of Motivation among faculty members.

The aim of this study was to investigate the role of parents' Motivation in students' Autonomous Motivation for doing homework and testing a model on basis of self – determination theory. This study was a correlational study. The statistical population included 7260 students (3510 girls and 3750 boys) from the fourth grade elementary school students of Yazd public schools in the academic year 2016-2017. Participants were 230 students who were chosen through the clustering multistage sampling method. Participants completed Students' Motivation for homework (SMH), Parents' Motivation for help in homework (PMHH), Parents' attitudes towards homework (PAH), Parents' perceived competence (PPC) and Parents' need supportive behavior (PNSB) The results showed that the parents’ Motivations in helping the children to do their homework, the parents’ viewpoints in doing the children’ s homework and finally the perceived competence by the parents, can directly influence on the report of parents’ supporting of the independence. The children’ s beliefs regarding parents’ independency supporting plays a mediation role between parents’ Autonomous Motivation, their attitude and perceived competence with students' Autonomous Motivation.