Designing and Validating of the Competencies Pattern of Education Teachers

Abstract

Purpose: Teachers’ competencies and conducting research in this field can help to better understand the current situation and plan for its improvement. Therefore, the purpose of this research was designing and validating of the competencies pattern of education teachers.

Methodology: This study was a mixed method (qualitative and quantitative). The research population in the qualitative section was experts familiar with the research field, which number of 25 people of them were selected according to the principle of theoretical saturation and with a purposive sampling method. The research population in the quantitative section was managers, experts, and teachers of education, which number of 384 people of them were selected according to the Krejcie and Morgan table and with a multi-stage cluster random sampling method. In the qualitative and quantitative sections, semi-structured interviews and a researcher-made questionnaire of competencies of education teachers were used to collect data, respectively, which whose psychometric indicators were confirmed. To analyze the data were used coding methods in MAXQDA software, and exploratory factor analysis and structural equation modeling in SPSS-29 and AMOS-29 software.

Findings: The results of the present study in the qualitative section showed that the competencies of education teachers had 29 sub-categories in 10 main-categories, including educational leadership, educational innovation, smart infrastructure, professional development, support from teacher, social relations, trust and culture, inclusive justice, research and development, and structural transparency. The results of the present study in the quantitative section showed that the competencies of education teachers had 29 components in 10 dimensions including educational leadership, educational innovation, smart infrastructure, professional development, support from teacher, social relations, trust and culture, inclusive justice, research and development, and structural transparency, and the factor laod of all components and dimensions was higher than 0.80. Also, the competencies pattern of education teachers had a good fit and this pattern had a positive and significant effect on the ten dimensions and each of the dimensions on the relevant components (P<0.05).

Conclusion: Considering the identified competencies for education teachers and the appropriate validity of the designed pattern for it, education experts and planners can take effective steps towards improving the competencies of education teachers through identified competencies.