نشریه مطالعات سیاستگذاری تربیت معلم
سال چهارم شماره 2 (پیاپی 8، تابستان 1400)

The purpose of this article is to review the structure of the teacher competency and rating system in East Asian countries. The study method was qualitative, descriptive and analytical, which was done by examining the sources, information, data and documents available in Japan, South Korea, China, Taiwan and Singapore that addressed through documentary analysis. Therefore, the available sampling method was used. Three basic components were considered to examine the rating process in countries: the structural framework, the evaluation process, and the application of the results. The findings of this study showed that in the studied countries, in order to create a structure in which the status and value of a teacher''s work is displayed, rating or similar forms are performed. The study found that schools have a special place in the rating process and institutions have been established for this evaluation. Rankings come in many forms, but what all of these systems had in common was attention to student learning as an essential element of the education system. Finally, suggestions were made for the rating process in the Iranian education system.

The aim of this study was to design and validate the educational maturity model of faculty members and lecturers of Farhangiān University. It was an applied research of exploratory mixed-methods type. The research sample in the qualitative section consisted of 12 specialists in the field of educational maturity (faculty members of Farhangiān University of Tehran, East Azerbāijān, Yazd and West Azerbāijān provinces) who were selected using purposive sampling method. Also, the sample in the quantitative section consisted of 240 professors and faculty members of the Farhangiān University who were selected from among 806 formal and contract instructors of Farhangiān University campuses by random multi-stage cluster sampling method and based on Morgan table. The research instruments included two researcher-made questionnaires on educational maturity of the faculty members. Also, pairwise comparisons were conducted based on the hierarchical analysis process. Content validity was used to assess validity and the reliability of the questionnaire was obtained using Cronbach's alpha coefficient (α = 0.86). The statistical tests including the confirmatory factor analysis, one sample t-test and hierarchical analysis process were used. Findings of the qualitative section included 5 sub-categories of the educational maturity in the form of 1- classroom management, 2- knowledge enhancement, 3- role model, 4- teaching skills, 5- assessment skills, and the validity of the conceptual model was confirmed by the goodness of fit indicators. Also, the field findings showed that the current level of educational maturity of the faculty members of Farhangiān University in terms of categories such as class management, knowledge enhancement and assessment skills was at a relatively desirable level and in terms of the categories of role model and teaching skills, it was in a favorable situation. Based on another finding, the importance of the categories of educational maturity was determined as follows: role model (with a relative weight of 0.394), teaching skills (with a relative weight of 0.384), assessment skills (with a relative weight of 0.364), knowledge enhancement (with Relative weight of 0.354) and class management (with relative weight of 0.350). Finally, the most important practical suggestions of the present study for the managers and staff of Farhangiān University were to have a comprehensive and holistic view towards the educational maturity programs of faculty members and lecturers of this University and to include the educational maturity in the faculty development programs.

Cultural planning is one of the important tools of the scientific evolution and cultural development in any society. Cultural development means creating the material, spiritual and cultural terms and facilities for the people of the society, creating the development thinking among the people, recognizing their position, growing and increasing the awareness and knowledge, contextualizing for the transformation and progress of the society in this domain.So, the aim of this study is evaluating the effect of cultural-educational plans of Farhangian university (Qom branch) based on the lecturers' viewpoints. It was an applied study in terms of the purpose, and it was a descriptive survey study in terms of data collection procedure. The research sample was consisted of 113 Farhangiān University lecturers who were selected from among 160 lecturers by Morgan method. The research instrument was a researcher-made questionnaire with 30 items with 9 components on a 5-point Likert Scale. The reliability of the questionnaire was computed through Cronbach Alpha (α = 0.9) and its content validity was checked by the educational professors, counselors and authorities' professional comments. After confirming the validity, the questionnaires were distributed among the research sample. The descriptive statistics including the mean, standard deviation, and relative frequency percentage were used to summarize the data. Also, the inferential statistics including Kolmogorov Smirnoff test and Univariate T-test were used to analyze the data. The results indicated that from the perspective of Farhangiān University professors, special programs to commemorate the martyrs, educational programs, special programs for the national and religious occasions, and the camp programs had the most effectiveness and the free-thinking chairs, conferences, seminars and extra-curriculars had the least effectiveness. In general, from the point of view of the professors, the program of commemorating the martyrs had the most effectiveness and the program of free-thinking chairs had the least effectiveness.

In the recent years, the Iranian studies on mindfulness has only repeated the positive effectiveness of mindfulness-based training on the various constructs of teachers' professional and personal lives, however, they neglected the usefulness of these trainings. In addition, these studies do not address the theoretical and practical challenges raised by the issue of mindfulness in education over the past decade. The purpose of this paper is to answer questions that are raised in relation to these challenges. This paper reports a descriptive-analytical research and it has been developed in two parts: the basis of usefulness of mindfulness for teachers and the recent challenges to mindfulness in education. In the first part, the neurological basis of mindfulness practices has been dealt with. In the second part, in addition to the common challenges around the mindfulness, the concept of mc-mindfulness and its threat to the realm of education has been considered. The most important weakness of this version of mindfulness is ignoring the ontological basis, and moral end in training of a truly mindful personality. In what follows, the distinction between the two concepts of 'thin mindfulness' and 'thick mindfulness' has been presented as the first step to face the challenges of mindfulness in education. Finally, it is pointed out that the future research must necessarily refrain from merely repeating the effectiveness of mindfulness on students and teachers and pay attention to new challenges regarding mindfulness in education. In particular, it should be remembered that the goal of mindfulness is to achieve a personality that is characterized by compassion for oneself and others.

Leading the organizational processes with the help of knowledge management system, due to its growing importance, has become an organizational necessity.Considering this issue,this study was conducted with the aim of identifying the key components for the establishment of the knowledge management for teachers' sustainable professional development. It was a qualitative research with phenomenography design. The research population included the books and articles available in Iran and Web of Science (WoS) on knowledge management in educational systems, the theoretical foundations of the document of fundamental change in the education system, public female high school teachers in Tehran and the physical space of schools. Data were collected through triangulation and studying the related documents, semi-structured interviews and observation. The interview Participants consisted of 22 public female high school teachers who were selected by theoretical sampling method and the physical space of 7 public female high schools was also observed. Data were analyzed by qualitative content analysis method. Findings showed that teachers professional development programs in Iran's education system face serious challenges. Instead of keeping pace with the scientific and technological developments, current programs seek to maintain and strengthen the structure of the education system. Accordingly, there are four key components for establishing knowledge management for teachers' sustainable professional development, i.e., knowledge leadership, knowledge-friendly culture, designing knowledge-based structure, and advanced technology at schools. On this basis, the two main categories, i.e., teacher professional orientation and teacher professional relationships are essential in order to plan for teachers' sustainable professional development in knowledge-based structures.

The present study has been conducted to investigate the level of teachers' satisfaction with the teachers' commemoration week programs, and with the aim of providing the optimal strategies for honoring the status of teachers. It was a survey study. The research population included all the exemplary teachers (N = 8980) in the academic year 2012 up to 2017. The research sample consisted of 368 teachers of all educational levels throughout the country who were selected through cluster sampling method. To collect the data, a researcher-made questionnaire was used. Its content validity was confirmed through interview and getting the specialists' opinions. The questionnaire's reliability was also checked by computing Cronbach's alpha coefficient (α = 94%) which indicated the high internal consistency and reliability of the questionnaire items.
In this study, the mechanisms for selecting the exemplary teachers, the level of satisfaction with these mechanisms, the strengths and weaknesses of the teachers' commemoration week programs, and providing optimal strategies for it have been questioned from the perspective of the exemplary teachers. Findings indicated that the respondents have considered the welfare facilities and career promotion as the most important strengths and the lack of attention to the scientific promotion as the weaknesses of the teachers' commemoration week programs. The exemplary teachers were satisfied with the programs of the teacher's status commemoration headquarters, but their overall evaluation of the programs was average. According to the respondents, the first appropriate strategy could be the appreciation of the exemplary teachers in terms of the scientific promotion dimension. Paying more attention to the welfare facilities and job promotion could be the next appropriate strategies.