Journal of Research in Educational Systems

Abstract Objective: This study aimed to design a conceptual model for enhancing the social, professional, and institutional status of teachers in alignment with Iran's Fundamental Transformation Document in Education. Method: The research employed a qualitative approach using the systematic grounded theory method (Strauss & Corbin, 1998). Data were collected through semi-structured interviews with 22 experts, including developers of the Transformation Document, implementers of the teacher training subsystem, and experienced teachers. Purposive and snowball sampling continued until theoretical saturation was achieved. Data analysis was conducted in three stages—open, axial, and selective coding—using MAXQDA software. Validity was confirmed through member checking, and reliability was established with 91% inter-coder agreement. Findings: Data analysis led to the identification of 33 main categories across three dimensions—social, professional, and institutional—organized within a paradigmatic model including causal conditions (policy failure, weak support structures, theory-practice gap, economic pressure, weak media representation, lack of meritocracy), contextual conditions (centralization, cultural gap, infrastructure deficiencies, weak institutional cohesion), intervening factors (financial constraints, poor evaluation systems, motivational and welfare challenges), strategies (specialized training, content localization, modern technologies, competency system, professional institution-building), and outcomes (status enhancement, increased motivation, improved teaching-learning quality, and stabilization of teachers' position in upstream documents). Conclusion: The proposed model provides a practical framework for policymakers and educational administrators to restructure decision-making processes, strengthen competency systems, and develop specialized training, thereby facilitating the comprehensive enhancement of teachers' status in accordance with the Fundamental Transformation Document.

Abstract The present study aimed to investigate the effectiveness of self determination skills training on academic buoyancy and subjective well being in adolescents. A quasi experimental pretest posttest design with a control group and a follow up phase was employed. The statistical population consisted of male junior high school students in Mashhad during the 2024 2025 academic year. From this population,40 students were selected using convenience sampling and then randomly assigned to an experimental group (n = 20) and a control group (n = 20). The assessment instruments included the Academic Buoyancy Scale Martin and Marsh (2008)and the Subjective Well-Being Scale Keyes and Magyar-Moe (2003). The experimental group received training based on the protocol by Field and Hoffman (1994) over ten sessions. Data were analyzed using mixed ANOVA and Bonferroni post hoc test. The results of the mixed ANOVA indicated that self determination training, compared to the control group, led to a significant increase in academic buoyancy (F = 10.777, p < 0.001, η² = 0.221) and subjective well being (F = 28.299, p < 0.001, η² = 0.427). Furthermore, the intervention effects remained stable at the follow up stage, and no significant difference was observed between the post test and follow up scores. Therefore, it can be concluded that self determination training is not only an effective approach for simultaneously enhancing adolescents' academic buoyancy and subjective well being, but also, given the durability of its effects, it is applicable as a structured educational program and a school based psychological intervention.