نشریه مطالعات سیاستگذاری تربیت معلم
سال پنجم شماره 3 (پیاپی 13، پاییز 1401)

Education is one of the most impo rtant social institutions on which the progress of society towards ideals depends on it. Among the components of the education system, the teacher plays a central role. Therefore, the study of effective factors in teacher job satisfaction as one of the quality-enhancing elements of his perform ance is significant that the method of recruitment and employing teachers is one of these factors. This study aimed to compare the effect of teacher recruitment and employment methods on job satisfaction. Thus, job satisfaction of new teachers recruited through four-year teacher training courses at Farhangiān University were compared with new teachers recruited through the recruitment test. The present study was applied, and the research method was causal-comparative. The research population included all new teachers with 1 to 5 years of teaching experience in Isfahan and from which 120 people, including 61 graduate teachers of Farhangiān University and 59 new teachers recruited through the employment test was selected by the census method as the research sample. The Barry Field and Ruth (1951) standard questionnaire was used to assess the job satisfaction. Chronb ach's alpha was used to examine the questionnaire's reliability (α =0.86). and its validity was confirmed by experts. The results of two-way analysis of variance showed that the level of job satisfaction of new teachers recruited from the 4-year teacher training course of Farhangiān University is higher than the number of new teachers recruited through the recruitment test.

This research aimed to identify the factors and components that affect the quality of performance of new chemistry teachers in the process of teaching sciences in the in the first grade of secondary school. The research method was qualitative based on grounded theory. The research population included all new chemistry teachers and lecturers of Farhangiān University, and experts in teaching sciences. The research sample was selected by purposeful sampling. Semi-structured intervie ws were used to collect data. Smith's coding method was used to analyze the inform ation. The research validity was obtained through the member rete sting method. Findings showed that the influential factors and components of the quality of new teachers' performance for teaching sciences contain five dimensions and twenty-seven compo nents, which in order of importance include: the curriculum of Farhan giān University, the level of knowl edge of science concepts and knowledge of education, the ability in teaching, activities and profess sional development, facilities and curriculum content. Therefore, in order to achieve the effective efficie ncy of new teachers it is necessary to revise and organize the curriculum of Farhangiān University and to solve the existing deficiencies, to monitor and research on effective methods of internship, to adjust the pyramid of university faculty members, to adapt the curriculum to the development and progress of science and techn ology, to expand and improve the new attitude of teachers towards teaching methods and techniques.

This research aimed to show the place of hidden curriculum as one of the influencing components on the social education of student teachers in Farhangiān University. The research method is descriptive-analytical. By reviewing books and searching in the scientific articles with two concepts of hidden curriculum and social education, while referring to different definitions of the nature of hidden curriculum and its functions, the concept of social education from Allāmeh Tabātabāi's point of view and the theoretical foundations of fundamental transformation in the country's education system were explained. Also the connection and interweaving of these two compon ents were shown. Finally, some items have been pointed out that can be effective in the form of hidden curriculum in the process of social education of student teachers. These items include: the architecture and quality of the university building, the social and administrative structure of the university, the mutual relationship between faculty memb ers and students, interpersonal relationships between students and staff, the social atmosphere of the university, the behavior of day and night's supervi sors and the quality of their interac tion with students and teachers in the dormitory environme nt.

The starting point of this action research was encountering students who had serious problems in reading the text correctly and fluently, despite having relatively good abilities in other areas of learning. In this way, the research questions included: how can we help to improve students' reading literacy, and their ability to read correctly and fluently? This action research was carried out in the academic year of 1400-1401 in the first grade of secondary school in "Shohadāye Moalem" school in the 9th district of Tehran, with the frequency of 97 students in primary evaluations and 89 students in secondary evaluations. To validate the research, techniques of "long contact with the research environ ment", "rick and thick desc ription", "peer debriefing" and "verification" have been used. Findings showed that, active learning methods in which the teacher provides learning condit ions have a great effect on improving reading literacy and strengthening the students' ability to read correctly and fluently. It should be noted that when considering the active teaching methods, the creativity of teachers in implementing the examples which they discover when communicating with students is very important.

This study aimed to design and validate the coaching model and its effectiveness on teachers' perception of fear of teaching. It was a mixed methods study and included both qualitative and quantitative parts. In the qualitative part, according to the principle of theoretical saturation, using the purposeful sampling method 32 sample and to validate the questionnaire, 360 samples were used. In the qualitative part, the survey and interview method, and in the quantitative part, the scale of teachers' perception of fear of teaching was used (N=44). It was a mixed exploratory study (qualitative and quantitative). In the qualitative part, with a three-step systematic approach, open, central and selective coding was done by MAXQDA software and with the thematic analysis approach. In the quantitative part of the data analysis method, this research was a Quasi-experimental pre-test- and post-test design with a control group and a follow-up phase. Descriptive and inferential statistics (intergroup covariance test) were used to analyze the data. The results of the research showed that teachers feel afraid and threatened to expose their teaching performance over their colleagues, so that this transfer of experience improves their teaching. Therefore, this method allowed teachers to analyze their teaching outputs and results with educational leaders and thereby achieve their personalized teaching based on content and culture.

The evolution of the Farhangiān University system in line with the Fundamental Reform Docu ment of Education is one of the topics that are discussed in the field of strategic decisions and policy making. Studying the Fundamental Reform Document of Education and the university's statutes shows that adapting the structure and educational reso urces of the university is unav oidable. This research aim ed to pay attention to the structure and resources of the university and provide a suitable model in line with the upstream documents. This study was performed in two parts. In the first part, the descriptive method, and in the second part, the grounded theory was used. Findings showed that the conceptual model of the educational system of Farhan giān University was form ed based on causal conditi ons, strategies, contextual factors, intervening conditions, and the results and conseq uences. The inappropriate arrangement of educational and specialized cour ses resulted in the insularization of educational groups and the lack of connection to the univer sity's overall goals. And it needs to be reformed in Note 2 of Article 23 of the Statute.