The selecting and using inappropriate authority resources by teachers is a factor, which increase students’ misbehaviors. According to the social authority category developed by French & Raven, in this study, teacher’s authority resources classified to five domains: expert, referent, legitimate, reward and coercive authority. The sample consisted of 491 high school students, which selected through cluster random sampling. The results revealed that the highest rate of misbehaviors was in coercive authority implementation condition.This rate decreased in the legitimate implementation condition, reward and expert authority implementation condition. The lowest student’s misbehaviors rate was seen in the referent authority implementation condition. Also, the rate of misbehaviors among boys were higher than girls in coercive authority implementation condition. Another part of the results showed that the more the fathers’ education, the higher indiscipline in punitive authority situation by the students. In addition, between the levels of academic achievement and the amount of indiscipline in terms of application of various sources of teacher authority significant relationship was found. Based on the findings, it can be concluded that teachers had better use the authority source of reference and among male students and they who have high academic achievement levels and high socioeconomic class, the punitive authority should be in minimal level.

In this study two modes of reading (CAR and Print reading mode) were compared with regard to their effectiveness for L2 reading comprehension. A group of 120 English major students were divided into three classes: CAR, Print reading, and Control. Based on the English proficiency scores each class was divided into two groups (high and low levels of proficiency). Three classes were taught by the same teacher and covered the same materials in their weekly four-hour reading lesson over one semester. From the three classes only CAR and Print reading groups received reading strategies instruction. This study also investigated the effect of gender and the role of teacher in CAR class. The data came from English proficiency test, reading comprehension test (pre-test), questionnaire, reading comprehension test (posttest), observation, and students’ emails. The results indicated that strategy instruction had an impact on reading comprehension. In other words, CAR and Print reading mode evoked better reading comprehension than the control group and CAR resulted in better performance when compared to the Print reading mode. Interestingly, EFL students with a higher proficiency level showed a significantly higher level of reading comprehension of the text when compared with those students with a lower proficiency level. Regarding the gender the findings indicated that gender played no significant role in CAR class. Finally, based on the observation and students’ emails the researcher concluded that the nature of the EFL teacher’s role changed in CAR class when compared with the print reading and traditional classes.

The present research aimed to investigate the relationship, if any, between teacher’s job satisfaction and their organizational commitment. To this aim, 331 teachers were selected through cluster sampling. Data were collected using Wysocki and Krumm job satisfaction questionnaire as well as Movady, Steers and Porters organization Questionnaire. Collected data were analyzed using one-sample Kolmogrov-Smirnov Test, Pearson and Spearman correlation coefficient, and step by step multivariate regression analysis. The results supported all hypothesis of the research.

The literature of professional ethics is increasing. It is broken through the boundaries of education, and categories such as teacher’s professional ethics are derived from it; therefore, it is necessary to attempt to localize this literature. On the other hand, educational jurisprudence is developing as a new field in education, so it is necessary to have a specialized approach to teachers and teacher training. The ratio of teacher’s ethics to teacher’s jurisprudence is necessary in research (science production) and education (educational program and curriculum) and this is the main issue of this paper. this study, through a descriptive and analytical method, explaining what the teacher’s jurisprudence and teacher’s ethics are, has determined the ratio between them and come to a conclusion that these two fields of study, while different, are closely related to each other, and in the position of research, (Islamic) teacher’s ethics can rely on teacher’s jurisprudence and submit to its methodology of Ijtihad so that a comprehensive system of teacher’s rules, manners, and ethics can be deduced systematically. At the end of paper, teacher’s ethics in the teacher training curriculum has been evaluated, and some suggestions have been offered.

Teaching and training specialized people in society are the prime goal of universities and educational institutions. Achieving this goal is highly dependent on teacher’s educational performance. Taking into consideration the key and vital role of instructors in the quality and improvement of knowledge, steady evaluation of teaching performance has been the centre of attraction. Every year large sums of money and human resources are being spent at universities for teaching evaluation. Through descriptive and analytic study the present article attempts to develop a model for developing a comprehensive evaluation system. The study shows that current evaluation system and approaches lack accurate pedagogical construction and some ambiguities still remain. More over the disciplinary differences have affected educational, teaching, and evaluation system. To modify and develop the quality of teacher’s performance and evaluation, some pedagogical experts and evaluators who are aware of modern approaches are needed.

In this paper I return to the familiar territory of the Lord-Bondsman "dialectic" in Hegel's Phenomenology of Spirit in order to raise the question of the relation of Hegel's use of the theme of recognition there to Fichte's. Fichte had introduced the notion of recognition in his Foundations of Natural Right, to "deduce" the social existence of humans within relations of mutual recognition as a necessary condition of their very self-consciousness. However, there it also functioned as part of a solution to a problem within the work on which the theory of rights was meant to be based, the earlier Foundation of the Complete Wissenschaftslehre of 1794-5. In Hegel's classic account in chapter 4 of the Phenomenology we find recognition offered as a solution to a problem within an account of "self-consciousness" that has a number of clearly Fichtean features. But I suggest that to the degree that the lord-bondsman episode there expresses any "theory of recognition", it is not Hegel’s own theory but rather his interpretation of Fichte's, a theory of which he is critical. Freed from this misleading assumption that the "lord-bondsman dialectic" represents something deep about Hegel's own philosophy, we might then be more able to get clearer about Hegel's actual views about recognition and the role it plays in his own philosophy.

Background and Objective: Teachers’ evaluation is considered one of the important strategies for education quality enhancement in universities. The objective of the current study was to investigate the students’ viewpoints about the evaluation criteria of teacher’s performance in theoretical courses in Golestan University of Medical Sciences.Material and Methods: This cross- sectional study was conducted, in 2008, on 330 students of various disciplines. They were recruited via stratified random sampling and asked to fill out a valid and reliable questionnaire including 63 closed questions, which are related to individual, scientific and professional fields. Using SPSS software, we analyzed the data by descriptive statistics, independent t -test, and Anova and Pearson correlation.Results: Seventy-three-point-three (n=242) are females and 26.7% (n=88) males. The most important factors in teacher’s evaluation are Professional characteristics (4.22±0.42). Their scientific ability (4.14) and individual characteristics (3.86%), respectively, are the other factors. In professional characteristics, “The verbal skills and teaching methods” with the mean of 4.64; in scientific ability, “the knowledge and scientific power” with the mean of 4.65 and in individual issue, “patience and good humor” with the mean of 4.61 are the most important issues. Sixty-two-point-four percent of students believe that they are honest about their evaluation and 59.4% of them claim that their evaluation is reliable.Conclusion: In spite of the importance of the scientific abilities, the verbal skills and teaching methods are considered the most prominent ones. The Students’ viewpoints can be used as an important part of teachers’ evaluation for recognizing and eliminating the shortcomings.

Background: Emotional intelligence (EI) helps humans to perceive their own and others’ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions. Materials and Methods: We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies.Results: In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described.Conclusion: To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students’ learning, improve patients’ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness.