Gap Analysis of Professional Competencies of Teachers (Case study: teachers of Qazvin province)
Document Type : Original Article
Authors
1 Assistant Professor, Department of Psychology and Educational Sciences,faculty of Humanities,Arak Univercity,Arak, Iran
2 PhD in Educational Management, Department of Educational Sciences, Qazvin Farhangian University, Qazvin, Iran.
Abstract
The present study aimed to investigate the current and desired situation professional competencies of teachers. The present study was applied in terms of purpose and in terms of data collection type survey research method. All teachers in Qazvin province in the academic year of 2017-2018 were the statistical population of this study. The sample consisted of 618 participants who were selected by cluster sampling method. To collect the data, a researcher-made scale of professional competency of teachers with 55 items and 10 components were used. The validity of the scale was confirmed by Lavashe method (1975) and its reliability was confirmed by Cronbach's alpha method. Data analysis was done in descriptive section of mean, standard deviation and in inferential part of Wilcoxon nonparametric test using SPSS-25. The results showed that between the current and the desired status of professional competencies of teachers in the dimensions of knowledge, professional ethics, classroom management, effective teaching, creativity and innovation, cooperation and interaction, assessment of learning, research, information technology and professional development, there is a significant difference and gap. This difference in the components of professional ethics, cooperation and interaction, and assessment of learning more than other components. The results of this study indicate the necessity of empowering teachers to reduce the difference between existing and desirable status in professional competencies and can provide a platform for planning to improve the existing level of professional qualifications of teachers.
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