Institute of Educational

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Joy and happiness has always been as one of the most important needs of students and teachers at schools. Studies have shown that physical factors, management, and relationships at school are involved in creating happiness in teachers and students. In the present study, our main focus is on the physical aspect of schools, which should be in accordance with the
standards of education, according to the rules of our educational system. In this study we intend to evaluate the teachers' points of view about the impact of design standards of physical spaces, color, facilities and schools' sanitary system in creating healthy environments in schools. To achieve this objective, the study was a descriptive-survey and a self-made questionnaire was used to collect data. Its validity was given by five professors' determined, and its reliability was calculated with Cronbach's
alpha with value of 0/84. The population includes the elementary teachers of the fourth district in Karaj from which a sample of one hundred people are selected in a cluster sample; afterwards, for the statistical analysis, the average method and one- sample t method were carried out. The results expressed that according to the teachers, the standards related to color and
educational facilities of schools have had a desirable effect on teachers' and students' happiness, and conversely, the design standards of physical spaces and schools' sanitary system lead to the reduction of their happiness at schools.

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In recent years, the use of modern technologies has grown Strongly in the teaching process. Today, one of the key challenges in using ICT in schools is the level of ICDL teachers' knowledge and skills in the teaching process.The present study was conducted to examine the level of ICDL teachers' knowledge and skills in the teaching process in the academic year of 94-95. The statistical population of this research is all teachers of high school in qeydar city that 70 people were selected according to Morgan table with random cluster sampling method. A researcher-made questionnaire was used to collect data. Its validity was estimated by a group of professors, educational specialists and some teachers, and its reliability was estimated using Cronbach’s alpha coefficient. In general, the results of this study showed that the computer skills and knowledge of teachers in the teaching process are moderate. Also, inferential statistics analysis showed that there is no statistically significant difference between the gender variable and the level of knowledge and computer skills of teachers in the teaching process. And also inferential statistics analysis has shown that there are meaningful statistics differences between gender variables, age, education and level of knowledge and skills computer of teachers in teaching process.

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The purpose of this practical descriptive study was to explore the professional ethics of secondary school teachers in Khorramabad. The participants were 1089 secondary school teachers (756 women and 333 men). Based on the sampling table of Krejcie and Morgan (1970), the recommended sample was 285. Stratified random sampling technique was engaged. The required data were collected using standard questionnaire of professional ethics of employees. To analyze the data, descriptive statistics (frequency, cumulative frequency, columnar graphs) and inferential statistics (Kolmogorff-Smirnov test and non-parametric-human-Whitney test) were used. The results of the Yumann- Whitney test showed that between professional ethics and its dimensions (accountability, honesty, justice and fairness, loyalty, supremacy and competition, respect for others social values and norms) there is no significant difference between male and female teachers in secondary school in Khorramabad. In other words, it can be said that the male and female teachers of secondary school in Khoramabad  have the same attitude toward professional ethics and its components.

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The aim of this research is to attain primary teachers' experiences regarding the full implementation of descriptive- qualitative evaluation plan in primary schools. به منظور شناخت بیشتر پدیده ارزشیابی کیفی – توصیفی، مطالعه حاضر به شیوه کیفی و از نوع پدیدارشناسی با نمونه گیری هدفمند و از طریق مصاحبه نیمه ساختارمند با 12 نفر از معلمانی انجام گرفت که تجربه اجرای این طرح را در هر شش پایه تحصیلی دوره ابتدایی دارند. In order to better understanding the phenomenon of descriptive- qualitative evaluation, the present study was carried out in the qualitative method and in the type of Phenomenological with purposeful sampling and through semi-structured interviews with 12 teachers by the experience of the implementation of the plan in all six grades of elementary school. ابزار گردآوری اطلاعات مصاحبه نیمه ساختارمند بود که به دقت ثبت و در همان جلسه، با شرکت کنندگان مرور می شد و در صورت تایید مورد پذیرش قرار می گرفت. Data collection tool was semi-structured interviews being carefully recorded in the same session, and being reviewed with participants and, if approved, it will be accepted. تحلیل داده ها بر اساس راهبرد هفت مرحله ای کُلایزی صورت پذیرفت. Data analysis was carried out based on Kaiser' seven-step model.تحلیل عمیق روایت های معلمان موجب شناسایی و دسته بندی شش مزیت "پویا شدن فرایند ارزشیابی"، " کاهش منطقی استرس و افزایش اعتماد به نفس"، "مطابقت با معیارهای سنجش اصیل"، "حل مشکل مردودی" ، " رشد مهارت قضاوت"، "تقویت روحیه ی همکاری"و هفت نقطه ضعف " کاهش انگیزه دانش آموزان مستعد"، " مشکل زمان"، " نامشخص بودن مفهوم و نتایج ارزشیابی توصیفی"، "بی توجهی به جایگاه معلم"، "شکل گیری ذهنیت بی اعتمادی"، " نبود امکانات لازم" و "کاهش یادگیری عمیق و معنادار" شد. Deep analysis of narratives of teachers would identify and classify six advantage "dynamiting  process of evaluation", "logical reduction in stress and boosting confidence", "matching with the original criteria of the evaluation ", "solving the problem of failing", "developing the skills of judgment" " enhancing the spirit of cooperation" and seven weakness points  " of  reduction the incentive for talented students", " time limitation", "lack of concepts and results of descriptive evaluation", "disregarding the status of teachers", "shaping the mentality of mistrust", " lack of necessary equipment, "and deep and meaningful learning loss". یافته ها نشان Findings داد show که that معلمان interviewed teachers مصاحبهexperienced شونده، positive and negative را consequences مثبت و منفی from اثرات effects of اجرای implementation of برنامه descriptive- qualitative evaluation plan and totally face to different challenges in implementing the plan in which the present article regards them.
 

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The purpose of this study was to provide a model for empowering teachers in the field of virtual education during the Corona era Friday included 400 primary school teachers in Khorramabad city in the academic year of 1399-1400. The data collection tool was semi-structured and questionnaire The targeted sampling method was used to select the first and March of snowball to choose other people Based on theoretical saturation with 26 of the teachers interviewed Then, according to the Morgan table, 196 people were determined as an example and a relative stratified sampling method was used to collect data From the field theory and paradigm model for analyzing qualitative data and using Pls 2 software, structural equations were used for quantitative analysis of data The results showed that empowerment in the field of virtual education is subject to three categories of organizational factors of information and communication technology  incentive and regulatory policies, Factors related to teacher(Digital literacy of educational, content is the ability to teach, psychological characteristics) And the student's agents(The psychological characteristics , digital literacy and social status). The results indicated the optimal fit to the model. The analysis of structural equations showed that the organizational factors in the teacher and students' factors have the greatest impact on the empowerment of teachers in the field of virtual education, respectively.

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       The aim of this study was to investigate The role of job commitment, creative self-efficacy and psychological empowerment in predicting teachers' creative teaching. To achieve this important, The research method of this study was descriptive causal – correlational.The statistical population of this research includes all teachers working in the education and training of Fardis city in the academic year of 2018- 2019 According to sampling morgan table and using available random cluster, 306 sample among teachers were selected. Participants responded to job commitment of Blau (2009) questionnaire, psychological Empowerment of Spreitzer (1995) questionnaire, creative teaching By a group of Thailand university professors (2003) and Creative self-efficacy Beghtto (2006) questionnaire. The tools had a good validity and reliability. Data were analyzed by Descriptive Statistics )mean, standard deviations(,  and Inferential statistics (pearson correlation and multiple regression) analysis software SPSS were used. The results showed that is a positive and significant relationship between creative teaching of teachers with job commitment, creative self-efficacy and psychological empowerment. Also, the results showed that the three variables considered had a significant contribution in predicting teachers' creative teaching. That's why it can be said, The results of this research indicate the importance of the role of job commitment, creative self-efficacy and psychological empowerment in promoting the teaching of creative teachers, and recommended that workshops pedagogyin this context should be hold. In such a way that teachers are able to decide on their own, find new solutions to problems, and feel competent, self-reliant, committed and responsible for work.

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The aim of this study was to evaluate the performance of new elementary school teachers in North Khorasan province in the context of combined learning. For this purpose, first, the criteria and indicators of a competent teacher according to the type of education in the study area, in two parts: teaching criteria in face-to-face and virtual space by reviewing documents and interviews with 12 experts based on sampling criteria Were selected, extracted. Markers after validation by CVR method in the form of 6 factors and 58 were considered as standards for evaluating the performance of new teachers. In the next stage, in order to evaluate the performance of new teachers, a researcher-made questionnaire with a reliability coefficient of ,0/816, was provided to 89 new teachers, of which 57 answered the questionnaire. The results showed that new teachers are at a relatively desirable level in the factors of professional skills and career development, but are at a desirable level in social interactions. These results indicate the need to acquire more ability and skills of new teachers in teaching methods and approaches, and evaluation of students and its principles and applications through professional development methods. Finally, operational solutions were provided to improve the quality of performance of new teachers.
 

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Social supports help people in facing stressful situations by providing them with the necessary psycho-social resources. Therefore, educational and educational situations and processes are not excluded from this. In this research, the qualitative model of educational-educational correlates of social support is explained in the evidence of Iran and the world. The type of study was applied and qualitative, and research synthesis method and meta- synthesis technique were used. The scope of research articles was between the years 2015 to 2022 for foreign research and 1393 to 1400 for domestic research. 90 articles were selected using the integration approach and the model of Sandelowski and Barroso (2007). Coding was done in the form of theme analysis with Maxqda2018 software. The findings were analyzed and implemented in the form of categories, concepts and codes. The results showed that educational-emotional correlates included (emotional components aimed at education with two concepts of positive and negative emotions), cognitive-educational included (insight-perceptual components aimed at education with two concepts of self-oriented beliefs and beliefs about the learning process), behavioral-educational (functional components oriented to education), psychological-education including (psychological components aimed at education with the two concepts of reducing psychological damage and improving psychological performance), situational-education including (school situational and education-oriented components), and occupational-education including (psychological-organizational components of teachers) correlations related to the effect of social support It was in the internal and external empirical evidence in educational-educational processes. Conclusion: According to the obtained findings, attention and attention to the category of social support and the necessity of educational and material investments through educational and legal mechanisms to increase the components related to education, which include emotional, cognitive, behavioral, psychological, situational dimensions and the status of teachers It seems necessary.
 

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The aim of the current research was to analyze the requirements and prerequisites of the effective training and improvement courses for English teachers. The method of the current research was a qualitative content analysis type. The statistical population of the research included all English language teachers in English language teaching centers in Shiraz, based on theoretical (purposive) sampling, interviews were conducted with 26 teachers and data were extracted from the interviews. In order to analyze the data obtained from the interview, Granheim and Lundman's qualitative method was used. The results of data analysis have been presented through three stages of open, central and selective coding. The general results of the research showed lesson design and presentation, classroom management, student evaluation, interaction, teaching strategies, teachers' characteristics, activity management, and technique. Dealing with errors as found to be among the key requirements in the training and improvement of English language teachers. Also, the goals of the course, the characteristics of the course, the experiences of the teachers, the overall evaluation of the course, specialization and supplementary activities are considered prerequisites and influencing factors on the training and improvement courses of English language teachers, which can be included in the program. Planning these courses as best as possible will be of great help. Based on the obtained results, it can be concluded that paying attention to the necessary requirements and prerequisites examined in this research has a key and pivotal role in improving the training courses and improvement of English teachers. Therefore, not paying attention to these requirements in the design of training courses and improvement of instructors will result in low quality of learning and training of learners.