As teacher competencies and skills play a major role in their performance and thus the achievement of school and educational goals, teachers need to equip themselves with a variety of competencies to educate children who are potentially future leaders of the community. In this context, the present study aimed to find the correlation between each of the main dimensions of professional competencies and the main components of Teacher Development (TD) in elementary schools. The study designed an applied research and used a survey method. The statistical population includes all primary school teachers in Isfahan province (N = 1150). Using a multi stage and proportional cluster sampling method, the sample size was 94 teachers. Data were collected by studying literature, interviewing experts and a questionnaire. The data were analyzed using correlation test and Analytical Network Process (ANP) technique using SPSS and Super Decisions software. The results of the research show that the dimension “skill” has the greatest impact on TD, and the dimensions “attitudes and behaviors”, “personality traits”, “knowledge” and “ability” are respectively in the second to fifth grades, as the most relevant dimensions of professional competence in primary school TD.
Author(s) Details –
Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.