A Comparative Study of Teachers' Ranking Components in Iran's Education Upstream Documents and International Documents

The aim of current research is to compare the Iran's educational upstream documents and international documents in order to identify the components of teachers ranking and explanation of its effective mechanism in the formulating stage of teacher ranking system in Iran. In this comparative study, documentary method with Bereday approach has been used for collection and analysis of data respectively. Research findings revealed that the similarities of documents have been in three components of "goals", "policies" and "strategies". In addition, their differences have been in four components of "principles and values", "career path structure", "scope of action" as well as "prediction of possible challenges"; which "prediction of possible challenges" have not been seen in the upstream documents of Iran's educational system. In order to enhance effectiveness of Iran's teacher ranking mechanism, it is suggested that the goals, policies and strategies of this system should be clearly and precisely determined with regard to the real needs of the society and its common cultural values - through consensus and creating common understanding and values. Also, considering the professional nature of the duties of school administrators, defining a different career path structure from teachers gives legitimacy to this issue. In addition, in order to predict the expected consequences and results related to the goals, it seems necessary to generalize the scope of inclusion and review the definition of school and teacher in the upstream documents of the Iranian educational system.