This article aims to study the caste-CLASS SYSTEM in Indian Rig- Veda and Avesta, which were the social structure of the ancient Iran as well as India.Since the hymns of the Rig-Veda and Avesta remark three distinct CLASSes, it is hard to imagine the early Aryans with no social CLASSes when they migrated to Iran and India. The Rig-Veda calls these CLASSes “Brahman” (priest), “Rajanya” (nobility), and “Vaisya” (Commoner or Farmer -Craftsman). Avesta labels them “Athravan (priest)”, “Rathaestar (Army)”, and “Vastrya (Commoner or Farmer-Craftsman). The CLASSification of Aryans reveals that the CLASSes from Rig-Veda are very close to the Avestan’s social CLASSes. This reveals that these two SYSTEMs have a common origin. Hence it makes evident that the Aryans gradually migrated to India from Iran.

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.