Journal of Research in Educational Systems

Abstract Objective: The aim of this study was to evaluate the current status of the teaching quality of faculty members of the Faculty of Psychology and Educational Sciences, University of Tehran, using a localized tool to identify strengths and weaknesses and provide an evidence-based basis for improving educational processes.
Method: The research was conducted with a mixed exploratory design. In the qualitative phase, the data-driven theory method was used at the conceptual level, and semi-structured interviews were conducted with 22 students until data saturation was reached. An evaluation framework was developed including 5 factors, 16 criteria, and 70 indicators. In the quantitative phase, a researcher-made instrument (in the form of a scale based on a framework of developed criteria and indicators) was administered to 410 students, with a content validity index of 0.98 and a Cronbach's alpha of 0.88, based on this framework. Data were analyzed using descriptive statistics.
Results: the overall state of teaching quality to be "relatively unfavorable" (M=5/03 out of 10). A key imbalance was observed: only the "Professor-related personal factor" (M=6.81) was rated "relatively favorable," indicating faculty competence. In contrast, other factors -Educational (M=5/32), Communicational (M=5/11), and Student-related (M=4/63)- were rated unfavorably. The "Structural factor," with the lowest mean (M=3/28), was the most significant weakness, indicating serious challenges.
Conclusions: It is concluded that competent professors operate in a weak structural and policy context. Improving quality requires a dual approach that simultaneously focuses on developing the pedagogical skills of professors as well as fundamental reforms in faculty infrastructure.

Abstract The purpose of the study is to evaluate the effectiveness of in-service training courses in a government bank. This is a descriptive study which has employed a survey to complete the research process. Further, as to the objective of the study, this is an applied research. The purpose of the present study was to evaluate the effectiveness of Bank in-service training courses. The data were collected by questionnaires and analyzed based on the ROI model using one-sample t-test. Using a convenience sampling plan, 596 respondents completed the questionnaire. The results showed the participants’ relative satisfaction with the training courses. Some found the course content and presentation attractive and relevant to their job roles, and others stated that they are not satisfied enough with these courses. Still, another part of the results showed that there was not a significant change in the learning rate of the participants after the training courses, and their participation in the training courses did not result in a significant change in the learning rate. In addition, the results showed that despite the participants' criticisms about the courses and their relative satisfaction, they thought that these courses helped them solve some of their work problems and that the workflow in Bank was facilitated to some extent. In other words, the results indicated that these courses partially influenced the organization's work processes.

Abstract Higher education in every country pursues different aims. One aim of its educational, research-based
system is knowledge-production, along with training of human force for economic, social, cultural
sectors etc. Curriculum is one factor in improvement of the educational quality of educational systems.
The purpose of this study is to identify merits and strategies of the development of Farhangian
University faculty members regarding curriculum (among the 9 elements of curriculum only three are
related to teaching method, content and evaluation). This investigation is a qualitative study and its
population includes all Farhangian University instructors. Sampling was done according to the sampling
methods of qualitative studies using criterion-based and network sampling. Analysis of data from
interviews was performed in a number of steps based on theme analysis. To ensure the validity of the
results a peer-review survey was considered. The findings indicate that the merits of the faculty
members regarding the three curriculum elements could be classified into 21 categories. In addition, 5
strategies could be used for the development of faculty members.

Abstract The purpose of this study is to identify the components of teachers' competence and provide a framework for their evaluation. This research was conducted in 2020 using qualitative content analysis method with inductive approach. The statistical population was experts in the field of educational sciences and written resources that 11 experts were selected using purposive methods and 20 sources after filtering. To analyze the data, after identifying the key sentences of the texts, labels or codes, sub-categories and categories were determined. Unit of analysis was thematic. To ensure validity, member checking was used and to determine the reliability, peer debriefing was applied. At the end of inductive content analysis, by continuous comparison of the obtained codes, Five competency components were extracted for teacher evaluation. These components were: educational skills, specialized knowledge competencies, moral competence, physical and mental health and students 'status, and these competencies can be assessed by class observation methods, performance appraisal form, teacher portfolio and students' standard grades. The results showed that in order to be aware of the quality of teachers activities, instead of focusing on one factor, an effective and specific evaluation system should be used to identify teachers' strengths and weaknesses and make reasonable plans to improve the situation.

Abstract The general objective of this paper is to evaluate the management information system in higher education in Iran using the optimization approach. Using this method, the management information system of four selected universities (Isfahan, Tehran, Shiraz and Ahwaz) was compared with Odekar. The statistical population of the study was cluster sampling of 1511 students, 1038 professors, 518 managers and 1158 employees. The research instrument consisted of a researcher-made questionnaire composed of dimensions of the management information system. After calculating its validity and reliability among the audience groups, the data were analyzed using statistical analysis of variance and Scheffe's post hoc test. The results showed that the University of Isfahan had the best status with the highest average in all dimensions compared to other universities.Based on studies and surveys conducted at universities and institutes of higher education, it is recommended that in a comparative study, other organizations and institutions using management information systems in the country be studied, and within that framework. Put them in the test plant

Abstract This study is aimed to evaluate the context and input quality of gifted students’ first secondary school’s curriculum in Khuzestan based on CIPP evaluation model. The statistical population of this study consisted of teachers, students and experts. A total of 80 teachers, and 248 third grade students using Morgan table and 9 experts using census sampling consist the statistical samples of this study for questionnaire. Regarding interview, teachers and students, were interviewed sufficiently. Two structured checklists were used, in which requested information are obtained based on documents, observation and getting information from educators. Cronbach's alpha of teachers’ questionnaire was 0.858, students’ questionnaire was 0.901, and Experts questionnaire was 0.0862. In this study, peer evaluation method was used to determine the reliability of interviews. In order to determine content and face validity, 5 experts’ comments were received in this regard. In addition, indicators, criteria, factors, mean, and standard deviation analysis method was used. In analyzing the data obtained from interviews, categorization method was used, and in analysis of checklists the difference between existing and desired conditions was evaluated. Finally, we concluded that quality of curriculum in Khuzestan gifted students’ schools was based on CIPP model in context and input dimension.

Abstract Developing hard items with complicate calculation algorithms cause to in appropriate trends such as teaching to the test and test preparation strategies in examinees. Having exact educational standards and applying taxonomy models, however, will help to obtain fine evaluation of educational programs, contents and students achievement.  In this manuscript, a small sample of differential calculi multiple choice items test has been studied in behavioral objectives framework which is based on combining the Bloom and Web approaches; the goal was to illustration of capability- complexity approach in taxonomy of test items. Twenty items of a 30 items test battery which administered on a 3409 sample of students has been classified by capability-complexity approach. Outcomes of 3 items have been reported in this article.  Results had shown all the test items measuring procedural knowledge at level three. 92% of items were abstract, and simultaneously recalling multiple calculation algorithms require for responding correctly to each item. Tasks with one calculation algorithm and lower complexity had better statistical parameters such as scalability and their item information functions yielded much more information about examinees capability.

Abstract The purpose of this study was to investigate the existing status of technical competencies of student teachers according to UNESCO standards. The method of this research is of descriptive-survey type. The statistical population consisted of students of undergraduate teachers at Tarbiat University, Shahid Rajaee Technical Secretariat. Student research samples were teachers who were graduated in the final semester and were selected by simple random sampling. The final sample size was 65 people according to Klein (2003). The research tools included: a) Student Teacher Technology Competency Questionnaire based on the UNESCO standard; b) Functional Test Questionnaire and Checklist for assessing the status quo. Data were analyzed by descriptive and inferential statistics (Kolmogorov-Smirnov test and single-group t). The results showed that the status quo of the technical qualifications of the student-teacher according to UNESCO standards is in all three components of technology literacy, knowledge deepening and knowledge creation at a moderate to low level. Also, the average of the overall research questionnaire was 2.18. Using t-test, it was in the medium to low range.

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