This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers'' views and beliefs about bullying and their efficacy in classroom behavior management. For this study، 40 of female teachers primary school were selected randomly and assigned to experimental and control groups. In order to measure the research variables، the questionnaire of student social behavior and self - efficacy of teachers were used. The designed program for experimental group with bullying recognition and prevention content، was used in six 90 minutes sessions. Results of multivariate covariance analysis indicated that educational interventions was able to create meaningful changes in the two types of teachers'' beliefs about bullying (assertive، normative) and their efficiency in classroom behavior management. Considering that information increase of teachers about bullying and their skill to prevent it has a positive results; the findings of study insists on the necessity of performing preparation courses and professional development for teachers and school counselors to properly deal with students'' behavior problem and that can be effective in designing the content of in-service programs for teachers.

TThis research aims to investigate the role of school organizational trust, self-efficacy on the The professional development of elementary school female teachers, was conducted with the mediating role of leadership perception.The statistical population consisted of all elementary school Formal female teachers in Urmia city1400 people. Using a Stratified random sampling method, 302 subjects were selected as the sample from Cochran Formula. Measurement tools included standardized questionnaires whose validity and reliability were confirmed. Reliability of self-efficacy questionnaires, organizational trust, leadership perception, and professional development based on Cronbach's alpha were 0.91, 0.92, 0.89, 0.86, respectively. The research method was a descriptive correlation study which was analyzed using SPSS and Amos software using structural equation modeling.The results show that teacher self-efficacy, trust, and leadership are positively and significantly correlated with teacher's professional development, but self-efficacy has no direct and significant effect on professional development.The indirect effect of trust is an incentive for professional development through positive and meaningful leadership perceptions, and leadership perception is also an intermediary in the relationship of trust and self-efficacy with professional development.Based on research findings, it can be concluded that in order to enhance the professional development of elementary female teachers, it is possible to strengthen and enhance organizational trust and self-efficacy, which can also be the modification and selection of appropriate leadership styles as one of the mediators of professional development.

Values ​​education is recognized as an important part of school curriculum. This research was designed to answer a question about the first grade teachers' perception of the values ​​education curriculum.This research was conducted with a qualitative approach and phenomenological method. The statistical population was all the teachers of the first year of elementary school, who were selected with the purposeful sampling method, teachers with experience and expertise in teaching values. In total, 13 people including 7 female teachers and 6 male teachers were interviewed. The tool used in the interview was semi-structured. Colais analysis method was used to analyze the data obtained from the study. Finally, based on the results, 9 core categories of goals, content, teaching-learning strategies, grouping, materials and resources, place, time, learning experiences and evaluation category were extracted.The analysis of teachers' perception in the values ​​education curriculum showed that values ​​education is an inseparable part of school and curricula and teachers are an integral part of this type of curriculum and to achieve the values ​​education curriculum, all the capacities of the school and society should be used.

The aim of this study was to investigate the effectiveness of cognitive self-compassion training in increasing the resiliency, psychological well-being and distress tolerance of female teachers of elementary schools in Sabzevar. This research was quasi-experimental study using pre-test-post-test with control group. The sample included 40 female teachers of the mentioned population who volunteered to participate in training program. They were selected by random sampling and randomly assigned to experimental and control groups (each group, n=20). After conducting the pre-test using the Connor and Davidson Resilience, Ryff psychological well-being Scale, and distress tolerance scale by Simmons and Gahir, covariance analysis was used to analyze the data. The results showed that cognitive self-compassion training has a significant positive effect on female teachers of elementary schools for resiliency, psychological well-being and distress tolerance (p < 0.05). Accordingly, cognitive self-compassion training is an effective intervention program for helping female teachers of elementary schools.

The study aims to investigate the primary teachers’ teaching qualities from the viewpoint of teacher training college mentees in Hamedan by using a descriptive survey. The participants included 129 subjects, divided into 65 male and 64 female mentees who study primary education and have passed all the four apprenticeship courses. They were chosen from the two Farhangian university branches of Shahid Bahonar and Shahid Maghsudi. The data collection instrument was a 38- item researcher-made questionnaire measuring the TTC students’ opinions regarding primary teachers’ teaching qualities. The data was analyzed through descriptive and inferential statistics, namely the mean, standard deviation, single-group t-test and MANOVA. The results showed that the estimated teaching qualities of female and male teachers were average and above average, respectively. However, their overall teaching qualities were assessed to be average regardless of their gender. More specifically, gender played a significant role in the different areas of effective teaching. The male teachers demonstrated high measures in the variables of human relationship, personal attributes and evaluation and average measures in lesson planning, lesson implementation and teaching learning strategies.Nevertheless, the female teachers displayed low estimates in the variables of lesson planning, lesson implementation, human relationship and personal attributes and average estimates in the variables of evaluation and strategies-based instruction. The article ends with some suggestions about the improvement of primary education teachers’ and student-teachers’ professional qualities.