The Competency Model for Secondary School Teachers from the Perspective of Experts

Document Type : Original Article

Authors

1 Department of Knowledge and Information Science, Faculty of Management, University of Tehran, Tehran, Iran. E-mail: esmat.mohammadi@iau.ac.ir

2 Assistant Professor in the Department of Educational Administration, Farhangian University, P.O. Box 14665-889,Tehran, Iran.

3 Department of Knowledge and Information Science, Faculty of Management, University of Tehran, Tehran, Iran. E-mail: Rasoul.davoodi@iauz.ac.ir

Abstract
Objective: This study aimed to design a competency model for secondary school teachers based on experts’ perspectives.
Method: An applied, descriptive, qualitative research design using informed grounded theory was employed. Data were collected through semi-structured interviews with 25 experts and analyzed via open, axial, and selective coding. Validity was ensured through credibility, transferability, dependability, and confirmability criteria. Reliability was confirmed with a Cohen’s kappa coefficient of 0.876, indicating strong coder agreement.
Results: Sustainable development of teachers’ competencies depends on causal conditions (educational policy-making, motivation, justice, infrastructure), intervening conditions (trust, organizational culture, participation), and contextual conditions (educational infrastructure and technology). Key strategies include innovation and professional growth, while consequential factors involve teacher support, social relationships, and structural transparency. Experts emphasized reforming management, increasing teacher participation, removing political barriers, fostering research, elevating teachers’ status, and strengthening research culture. These findings form the "Sustainable Development of Educational Competencies" model, highlighting the interaction of these factors.
Conclusions: Sustainable competency development requires a comprehensive, systemic approach involving policymakers, managers, and teachers collaboratively. The model moves beyond focusing solely on individual skills to create a dynamic, flexible system for ongoing professional development. Continuous revision of educational programs and assessments ensures alignment with evolving societal and student needs, enabling competency development to become a self-sustaining process that better prepares the education system for future challenges.

Keywords

Subjects


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