Designing and validating the scale competency of the educational groups as a professional mentor for teachers learning

The aim of current research was designing and validating the scale competency of the educational group as a professional mentor for teachers learning.

To design and validate the scale, descriptive-survey method with methodological type (Polit and Hungler, 1999) was used. The first stage was a systematic review. For designing the scale, data was collected from all the related papers between 2000 to 2021, which was first formally validated by several experts and then using stratified random sampling method based on districts/regions/provinces, the statistical population was selected was selected as 260 of highschool Headteachers in Fars province and the scale was distributed among them. To calculate the convergent validity, Spearman correlation coefficient was used as well as first- and second-order confirmatory factor analysis, and Cronbach's alpha coefficient was used to calculate the reliability.

In the first stage, the initial scale was created with 3 subscales, 19 dimensions and 93 items by analyzing the previous studies. In the second stage, after calculating the validity and reliability, 12 items were omitted because of the low correlation coefficient and lack of validity, and 81 items were confirmed because of high correlation with total score and subscales. The validity of scale structure was approved due to the high factor load of knowledge (0.78), attitude (0.70) and skill (0.94) subscales, and with Cronbach's alpha coefficients of educational groups competency (0.84) scale, Knowledge (0.88), attitude (0.84) and skills (94.94) scales, the reliability of these scale and its subscales were also confirmed.

the final scale was designed with 3 sub-scales; knowledge subscale with dimensions of Knowledge related to teacher evaluation, student evaluation, student learning, teacher improvement and empowerment, educational supervision and guidance, and content knowledge; Attitude subscale with dimensions of personal and collective attitude; And skill subscale with the dimensions of effective communication with beneficiaries, technology, research, decision-making and problem solving and conflict, monitoring students' academic achievement, professional teaching, developing a learning culture throughout the school, creating inclusive learner-based learning, guidance and help of the teacher to manage student behavior, teachers motivation and monitoring the equipment and optimal use of teaching aids, and 81 items