The main target of this research is inspection on existent status (extent of benefiting) and the desirable (extent of importance) and the Professional qualifications of preschool’s teachers on the view of teachers and managers of preschool’s period, and it has been done by descriptive survey method. With reviewing the texts and research’s background, 12 domain (main component) and 98 subordinate components were brought out and on that basis the enquiries were organized. The Statistical society in this investigation is teachers and managers of preschools in Method and Ardakan which the number of them is consist of 246member’ (128 teachers and 118 managers) .200 members by chance on the basis of Kerjesy and Morgan’s table, were selected. The analysis of data in two methods of description and conception (variable t, dependent t, independent t), was done, indicating there is meaningful differences between existence and ideal status of qualifications of preschool Professional teachers. In the view of trainers, the extent of benefiting (existent situation) , the Professional qualifications of preschool’s teachers in the domain of personal qualities- behaviors, moral, social, communicative, educative and management is over than average. And in artistic domain, affairs related to the growth and development and health of the child is at the average degree, and in the Professional, mental and technology qualifications, is at the lower level of average. In the view of managers the extent of teacher’s Professional quality’s benefiting in order in the communication, sociable, artistic, and morality is over and in the domains related to the health, education and personality, is at the average level and in some domains related to the mentality, management, growth and development of child, technology and Professional, is assessed under the average level. Between the ideas of teachers and managements about the extent of Professional qualities of teachers, in the domains of educational, artistic, management, communications, sociable, personal-behavioristic, Professional, growth and development of child, affairs related to the health , mental and technology qualifications, are in order from one to ten. Theresults of teacher’s assessments indicate that trainers who attend in the probation’s period in comparison to whom those don’t attend to these kinds of periods, in the educational and technological qualifications are in above place. But out of our exception those who don’t attend in these classes, just in mental qualifications assess themselves above than others. Also in the view of managers, the teachers who pass these courses and those who don’t pass it have better function and also have upper average in the educational, technological, and Professional domains, and in other components there are no meaningful differences between them.

The purpose of this research was to study elementary teachers’ Professional competence. The research method was descriptive-correlation with emphasis to structural equation. The population of this research was consisted of elementary teachers(160persons) that based on the morgans table the samples was 113 persons which were selected at random and stratified. a standard questionnaire (which title evaluation of teachers’ Professional competence was used to collected the data with %87 Cronbach’s alpha. its face and content validity confirmed with the professors’ comments. The data analyze done with spss software and factor analysis. The results showed that the overall average of the 11 criteria (4. 38) was higher than the average and teachers had relatively good Professional competence. and all the criteria presented with scores higher than the overall average of 3 are the criteria of their Professional competence. and the two factors of activity for Professional development (with an average of 7. 73) and educational designing and planning (with an average of 7. 26) are the most important and effective Factors and 2 factors of measuring and communicating with learning outcomes (with an average of 4. 39) and participation in administrative and managerial affairs (with an average of 4. 35) have been the least important factors in the Professional competence of teachers.

Introduction & Objective: Considering that in Iranian education, educational administrators are selected without any criteria and qualifications, and most of them lack the necessary qualifications for educational management; This qualitative research was conducted to develop the scientific-Professional competencies of primary school principals. Research Method: The type of qualitative research used is phenomenology. The main question raised in this study was as follows: From the participants' point of view, what are the components of the scientific-Professional competencies of primary managers? In order to collect qualitative findings, a purposeful interview was conducted with 20 principals of Shahinshahr primary schools. Results: In order to collect qualitative findings, a purposeful interview was conducted with 20 experienced principals of Shahinshahr primary schools. Repeating the text of the interviews several times and analyzing their content to obtain an overview and general understanding of the Professional competencies for educational management led to the extraction of eight central categories in the central coding stage and one main central category in the selective coding stage. Conclusion: In the next stage, after analyzing and coding these concepts and expressions, 8 central categories, which included: managerial expertise, teacher experience, human relations skills, artistic skills, technical skills, social ethics, motivation and appearance as scientific competencies. The professions of primary education principals were developed.

The aim of this study was identifying the desired Professional qualifications of Iran’s primary school trainee teachers and also answering the following questions: What are the desired Professional qualifications of Iran’s primary school trainee teachers.What are the Professional qualifications of Iran’s primary school trainee teachers according to authorities and instructors of trainee teacher centers’ views.To answer these questions, the valid documents within Iran and valid internet sites related to this topic was searched and identified. Also, the status of three developed countries on this topic was investigated. Then, based on data, collected from the above mentioned scientific documents, the questionnaire related to teachers’ Professional qualifications was developed. After determining its validity and reliability, it was distributed among 130 instructors of trainee teacher centers. Findings showed that: Considering the fact that increasing the students’ performance depends on effective teacher training, lots of authorities brought up qualifying the teacher training curriculum as the general objective.To achieve the above-mentioned goal, some qualifications have been considered for trainee teachers. To define these qualifications, authorities had consensus on two main strategies of balance and integration of theory and practice. Based on this belief and considering the studies on this topic, these qualifications have been classified in three main parts of cognitive and skill, affective and behavioral and management. In sum, all cases related to each of these qualifications has been confirmed in a level higher than average.

Background: Believes and attitudes were always as an important stimulus for human activities; so the present study aimed to investigate the role of ethics and Professional qualifications of the teachers' self-efficacy. Method: This study was applied research and descriptive. Therefore, among the 660 community primary teachers from Shahindezh, 244 people (124 women and 120 men) were selected using stratified random sampling. According to the main purpose of the three questionnaire was used, self-efficacy beliefs, ethics and Professional competence of teachers and the validity of the questionnaire study using Cronbach's alpha, respectively (α = 0. 93), (α = 0. 89) and (α = 0. 97) was obtained and structural equation modeling techniques were used to analyze the data. Results: The results showed that the impact factor competencies and Professional ethics on teachers' self-efficacy beliefs were, respectively, 0. 55 and 0. 36. The results also indicate that the values of normative chi-square, Root Mean Square Error of Approximation (RMSEA) and other indexes such as NFI, IFI and CFI each show includes the fitting from model structure, after the modification are desirable and it can be said that the final model fitted well. Conclusion: According to the findings of this research, it can be claimed that Professional ethics and Professional competence of teachers has a positive and significant effect on their self-efficacy beliefs.

This applied research was conducted with the aim of evaluating the Professional qualifications of Farhangian University alumni in Qom province by collecting data through a descriptive survey. Out of the statistical population, i. e. 875 graduates, 270 subjects were randomly chosen following Morgan Table. The data collection instrument was a questionnaire, the content validity of which was examined and confirmed through expert views. The reliability through Cronbach's alpha was measured to be 98%. The other statistical measures included Kolmogorov-Smirnov test for the normality of distribution, one-sample T-test and Freidman test to examine the research questions. The results showed that the status of graduates was desirable in the five qualifications of knowledge, attitudes and values, ability, skill and basic cognitive general skills, but it was moderate with respect to personal cognition. From the viewpoint of the participants regarding the sub-domains of knowledge, the highest values were the familiarity with and recognition of the multimedia, the degree of commitment for enhancing learning, the attention to the skills in using teaching materials and technology, the negotiation skills with audience, the comprehension improvement and their activation in the teaching profession, while the lowest were regarded to be the knowledge and recognition of different languages in education, the tendency to promote students' democratic attitudes, and the skills in collecting, analyzing and interpreting documents and data, the degree of cognitive skills, divergent thought, analysis skills and the promotion of honesty.

This research aimed to design the Vocational qualifications Framework of trainers as well as determine the expected competencies of technical and vocational trainers. The type of research is applied in terms of purpose and it is a descriptive survey in terms of data collection. The research method is a combination of quantitative and qualitative studies. Data collection tools are documentary study, electronic questionnaire and interview. The reliability of the questionnaires was 0. 985 and its validity was confirmed by experienced experts, trainers and experts of Technical and Vocational Education. The statistical population consisted of three groups including educators, experts and managers of instructor training centers and technical and vocational organizations, and foreign technical and vocational education experts related to the Technical and Vocational Education Organization. Content analysis was used to evaluate and analyze qualitative data, mean and standard deviation were used in quantitative data analysis in the data description section, and one-sample t-test and one-way analysis of variance were used in the inferential section. By content analysis, 112 statements of trainers' competencies including entrance competencies, general competencies and specialized qualifications were obtained. These statements were surveyed through questionnaires and interviews. The results of quantitative data analysis showed that all respondents, on average, strongly agreed with all the statements. The results of the Levin test showed that in any of the variables in all three groups, competencies were not significant and the hypothesis based on homogeneity of variance was confirmed and the results are reliable despite the inequality of the statistical population.

The teacher is considered the most basic element in the education system and his/her Professional qualification, self-efficacy, interest, and Professional mastery would have a determining impact on the quality of the teaching-learning process. This aim of this study was determining the primary school and high school teachers' qualification using integrative review of the related Iranian valid studies. For this purpose, electronic databases were searched using the Persian words with the aim of extracting the researches related to measuring the teachers' Professional qualifications. Searching these databases was done between January and February 2021. Out of 100 PhD dissertations, research projects and the articles in Persian which were published during 2006-2021), 22 cases (15 articles, 4 research projects and 3 PhD dissertations) were screened based on the research criteria. Whittemore and Knafl’s integrative review method directed these texts' analysis. Open coding, and categorizing the relevant codes and themes resulted in 4 dimensions of qualifications (knowledge, skill, attitude/value/ and personality/ethical) at 3 levels (Above, within and below average). Findings showed that in general, the teachers were at an average level in terms of knowledge dimension. In the dimension of skill (including class management, planning and organizing the learning opportunities, active teaching methods and elements like assessment as well as using technologies in the teaching-learning process) they were ranked lower than average. However, teachers were above average in terms of value/attitude and personality/ethical dimensions. It was concluded that there is a need to develop and improve the Professional qualifications of teachers with systematic planning based on the fundamental document for developing educational system and scientific researches.

Introduction: The optimal use of information technology in health sector requires due attention to human resources training. The purpose of this study was to determine the future of health information technology positions and Professional qualifications of the employees to achieve them.Methods: This qualitative-quantitative study was conducted in 2016. A nonsystematic review of the articles published over the last 10 years was performed in well-known databases and websites using relevant keywords. Positions were extracted and then discussed using the Delphi technique in a panel of experts of 25 members including board members and faculty members of medical universities across the country. Agreedupon positions were confirmed and job descriptions and Professional qualifications were identified and compiled. An applied cross-sectional study was conducted on all health information management employees (38 people) of hospitals affiliated with Kashan University of Medical Sciences to determine the existing gap. A researcher-made questionnaire was developed based on the Professional qualifications obtained for the expert panel and distributed after being checked for validity. Reliability was approved with Cronbach's alpha (0.91). Data were analyzed using descriptive statistics in terms of frequency and percentage.Results: The future health information technology positions were found to be health information management, insurance and accounting, information technology, computer applications, and data management. Professional qualifications of statistics and epidemiology, disease classification, information storage and retrieval, health data management, legal considerations and information security, information technology, and software engineering concepts were determined. The most effective qualification was knowledge of storage and retrieval methods. Employees’ skills in statistics and epidemiology were at an average level. Conclusion: New positions are constantly being introduced into the field of health information technology. Continuous curriculum revisions and additional courses for insurance and accounting, data storage and retrieval, statistics and epidemiology are essential.

In contemporary education systems, curriculum consultants play a critical role in enhancing the quality of teaching and learning at the elementary level. Despite the significance of this role, previous research indicates persistent challenges in the Professional competencies of consultants and the problems they are able to solve. This study aims to present a synthesis of existing research on the identification of curriculum consultants&rsquo,Professional competencies, as well as the problems and challenges they encounter in elementary schools. To achieve this objective, a systematic synthesis was conducted by reviewing Persian and English studies published within the past 10 years. Relevant studies were identified using keywords such as curriculum consultation, curriculum planning consultants, and curriculum design consultation and 21 studies were selected and analyzed based on Petticrew and Roberts&rsquo,six-step synthesis model. The synthesis study identified five dimensions comprising 21 components: (1) curriculum design and development (6 components), (2) teacher support and Professional development (6 components), (3) instructional strategies (2 components), (4) support and coordination (5 components), and (5) assessment and evaluation (2 components). The challenges faced by curriculum consultants were categorized into five dimensions encompassing 10 components (2 per dimension). The findings provide a foundation for designing training programs, improving Professional standards, and strengthening the role of curriculum consultants in improving the quality of education in elementary schools. The study underscores the significance of Professional development and capacity enhancement for curriculum consultants to effectively address the complex demands of educational environments.