Journal of Research in Educational Systems

Abstract Objective: The declining of teachers’ professional status is a fundamental challenge in educational systems, with serious consequences for the quality of teaching–learning processes and teachers’ educational authority. This study aimed to represent the lived experiences of primary school teachers regarding the weakening of their professional status and to explain their proposed strategies for enhancing educational authority. Method: This qualitative study adopted an interpretive phenomenological approach. Participants included 12 primary school teachers from different cities, selected through purposive sampling with maximum variation. Data were collected through semi-structured interviews and analyzed using directed thematic analysis based on Hsieh and Shannon’s (2005) approach. Results: The results indicated that the weakening of teachers’ professional status is a multidimensional phenomenon shaped by organizational, cultural, and professional factors. Major themes included institutional distrust, psychological and physical pressures, a culture of silence, customer-oriented schools, restricted innovation, and managerial interference in teaching, all of which undermined teachers’ status and authority. Proposed strategies included restoring respect for teachers, strengthening professional autonomy, enabling innovation, creating safe spaces for dialogue, and enhancing organizational trust. The findings suggest that improving teachers’ professional status and educational authority requires revising school governance policies, reforming managerial discourse, and providing structural support for teachers’ professional development. Conclusions: Overall, the study shows that the professional status of primary school teachers is influenced not only by organizational conditions and school management but also by cultural and social factors; therefore, rebuilding this status requires simultaneous attention to all these levels.

Abstract This study aimed to identify the professional development competencies of novice faculty members of public universities in Tehran. This study was a Qualitative approach and an exploratory method. The study population included all university professionals including department heads, heads of faculties, heads of planning offices, educational assistants, supervisory offices, expert professors, and novice faculty members in public universities in Tehran in 1398 and All texts related to the research topic included books, articles, and dissertations, both internal and external. Twelve academic experts were selected as the sample using the purposive sampling method and the snowball method. The study population in the resources section included 80 articles, books, and sites. 24 Persian and 34 English titles that were more thematically related to the research title were selected as the study sample. The tools of the present study included a semi-structured interview. Data analysis was performed by the content analysis method in five step.Finally, educational, research, organizational, personal, ethical, value,service, and international competencies were identified as professional development competencies of novice faculty members.The issue of maturity in universities is very important and necessary. Although there is a need to establish a regular and formal center called the Center for Growth in universities, the responsibility for growth and professional growth is primarily the individual and the belief in the need for growth is one of the most important issues in this regard.

Abstract The purpose of this study was to design a curriculum based on sustainable development, professional development and citizenship education and its validation from the perspective of specialists. The curriculum based on Tyler's Globalization approach includes goals, content, teaching methods and curriculum evaluation. The statistical population of this research includes professors and faculty members in the field of sustainable development and professional development and citizenship education working in Tehran universities and specialists in the education system in this field. To determine the required sample size, a targeted trial sampling Which number is 30 people. the way for collecting data is a researcher-made questionnaire. Descriptive statistics and inferential statistics are used to analyze the data. After validity, by content validity ratio of CVR and CVI content validity index, 13 items in the goals section, 13 content items, 9 items of teaching methods and 6 evaluation points were obtained, which consisted of 41 items in total.

Abstract The aim of this study was to investigate the role of using virtual social networks in the professional development of english language teachers. The research method used in this research is descriptive and correlational. The study population included 170 english language teachers in the academic year 2017- 2018 in South Khorasan province. A total of 118 English language teachers were selected by stratified random sampling and was selected using the Morgan table. To collect data, two questionnaires were used: using social networking Shi and Partners (2014) and the Professional Development of Teachers Hosseini (2014). In order to analyze the data, the methods of statistical correlation, two-way ANOVA and stepwise regression analysis were used. The findings showed that there was a significant difference in the use of social networks with different educational levels (P<0.05); however, there was no significant difference in gender and interaction gender with the level of education in the use of social networks. The correlation between interactive use of social networks and professional development is negative and significant, and the interactive use of social networks explains a small percentage (0.07) of professional development. In general, the use of social networks does not predict the professional development of teachers; therefore, the inappropriate and non-targeted use of social networks reduces the professional development of teachers