This study aimed to evaluate the acceptability of 10 professional standards for secondary teachers in Iran.
- The researchers administered a questionnaire to 143 secondary teachers to rate the standards. Factor analysis confirmed the 10 standards accounted for over 57% of the variance.
- Teachers gave different ratings to the standards, with Standard 7 on technology skills ranked highest and Standard 10 on teaching approaches ranked lowest. The results provide a validated model of professional standards that can guide teacher evaluation and professional development.
Evaluating Quality of Teaching Skills among the Faculty Members at Najran Uni...iosrjce
This study aims at evaluating quality of teaching skills among faculty members by the perspective of
students at Najran University. To achieve the objectives of the study, a questionnaire was developed and
distributed to (300) male and female students from various colleges. The questionnaire consisted of (54) items
distributed on four domains: Planning, teaching, assessment and communication skills. The results showed an
average level of faculty members' practice of teaching skills. The results also showed that there were
statistically significant differences due to the gender and the type of the college.
Internal Quality Assessment of Curriculum in the Field of Educational Plannin...inventionjournals
: This study was conducted to examine the quality of the curriculum in the field of educational planning, graduate school, the teachers and students, according to Francis Klein curriculum elements, Islamic Azad University of Karaj in 2016. The method used this research is descriptive. The population of this study included all professors of educational planning (n = 13), and field education program for students of Islamic Azad University of Karaj (183). 118 students were selected as sample using Cochran formula, and according to the number of professors of the discipline, all of which participated in the research. Data collection for this study, are two self-made questionnaire for teachers and students, Cronbach's alpha was used to determine reliability, and the coefficient was 0.93 for the questionnaire, teachers, students and 0.86 for the questionnaire. The use of statistical methods in the study, in both descriptive and inferential statistics, including t-test one sample to check the quality of the elements of the curriculum, including (aims, content, learning activities, the process of teaching and learning materials and resources, group, location, time, and evaluation). The results show that the curriculum is at an optimum level, the evaluation factors (aims, content, learning strategies, grouping learners, time, location, and evaluation), while elements of learning activities, and materials and resources, the need to reload.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
To maintain equality in higher education level both in private and public universities are very diverse both in function and in nature in Bangladesh. Quality teaching Initiatives and go-long-maintenance-and-continuation are basically an interesting issue in higher education landscape and found enormous difficulty with increasing diversity in the factors’ influence. The study focused on the factors by which effective teaching quality be enhanced in higher education level along with considerations for perfection in teaching methodology. This paper determines the research area of critical success factors of quality enhancement and assurance in higher education level which has potential to be explored and generate new knowledge, to improve the quality education practices and outcome. By using Factor Analysis and ranking of the factors, it has found that Teacher’s Distinctiveness, Human Resources Development, Teaching Approach and Quality of Teachers, Interpersonal and Pedagogy Skills are worth considerable to determine appropriateness in ensuring quality in higher education level.
Evaluating Quality of Teaching Skills among the Faculty Members at Najran Uni...iosrjce
This study aims at evaluating quality of teaching skills among faculty members by the perspective of
students at Najran University. To achieve the objectives of the study, a questionnaire was developed and
distributed to (300) male and female students from various colleges. The questionnaire consisted of (54) items
distributed on four domains: Planning, teaching, assessment and communication skills. The results showed an
average level of faculty members' practice of teaching skills. The results also showed that there were
statistically significant differences due to the gender and the type of the college.
Internal Quality Assessment of Curriculum in the Field of Educational Plannin...inventionjournals
: This study was conducted to examine the quality of the curriculum in the field of educational planning, graduate school, the teachers and students, according to Francis Klein curriculum elements, Islamic Azad University of Karaj in 2016. The method used this research is descriptive. The population of this study included all professors of educational planning (n = 13), and field education program for students of Islamic Azad University of Karaj (183). 118 students were selected as sample using Cochran formula, and according to the number of professors of the discipline, all of which participated in the research. Data collection for this study, are two self-made questionnaire for teachers and students, Cronbach's alpha was used to determine reliability, and the coefficient was 0.93 for the questionnaire, teachers, students and 0.86 for the questionnaire. The use of statistical methods in the study, in both descriptive and inferential statistics, including t-test one sample to check the quality of the elements of the curriculum, including (aims, content, learning activities, the process of teaching and learning materials and resources, group, location, time, and evaluation). The results show that the curriculum is at an optimum level, the evaluation factors (aims, content, learning strategies, grouping learners, time, location, and evaluation), while elements of learning activities, and materials and resources, the need to reload.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
To maintain equality in higher education level both in private and public universities are very diverse both in function and in nature in Bangladesh. Quality teaching Initiatives and go-long-maintenance-and-continuation are basically an interesting issue in higher education landscape and found enormous difficulty with increasing diversity in the factors’ influence. The study focused on the factors by which effective teaching quality be enhanced in higher education level along with considerations for perfection in teaching methodology. This paper determines the research area of critical success factors of quality enhancement and assurance in higher education level which has potential to be explored and generate new knowledge, to improve the quality education practices and outcome. By using Factor Analysis and ranking of the factors, it has found that Teacher’s Distinctiveness, Human Resources Development, Teaching Approach and Quality of Teachers, Interpersonal and Pedagogy Skills are worth considerable to determine appropriateness in ensuring quality in higher education level.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
The number of students enrolling at International schools in Malaysia is increasing each year. A number of parents are paying substantial amount of money in order to seek for a quality education for their children. However, the quality of a teacher is not always easy to measure, particularly the personality, attitudes and beliefs of a teacher. There have been numerical quantitative researches on the quality of a teacher but it is argued that a qualitative approach would add to existing knowledge by providing deeper insights and from a different point of views. The purpose of the present study was to explore excellent teachers’ views of a good teacher through individual in-depth interviews. Six excellent teachers from different schools were selected for this study. Various themes emerged from the interviews, some of which have not yet been uncovered in past research investigating quality teacher. The findings provide evidence that teacher’s personality, student-centred approach, nurturing students, moral and social awareness, level of professionalism and effective management skills are the elements leading to the establishment of a good teacher. This study also provides support for the employment of qualitative methods in the study of a good teacher.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Evaluation the acceptability of secondary teacher’s 10 professional standards (accrediting study)
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.16, 2013
81
Evaluation the Acceptability of Secondary Teacher’s 10
Professional Standards (Accrediting Study)
Kamiyar Ghahramanifard 1
Jafar Pashaei2
Hossein Baghaei3
Hamid Mehmandoust 4
Hamid Moharami5
1. MA in educational administration, Invited lecturer of Tabriz SAMA Branch, Tabriz, Iran.
2. Secretory of SAMA’S district 13, Assistant of Islamic Azad University, Tabriz Branch, Iran
3. Faculty Member of Islamic Azad University, Kaleybar Branch, Iran
4. MA in Curriculum Planning, Research Commitee of East Azarbijan Education Office, Tabriz, Iran
5. MA student in educational research, Islamic Azad University, Ajabshir Branch, Iran
*corresponding author Postal address: Iran, East Azarbijan, Khodaafarin county, Aras new city, p222, Postal
code54641-71187 E-mail: k.gh60@yahoo.com
Abstract
This study aimed to investigating in accrediting of secondary teacher’s ten professional standards among public
high school teachers as field study. The research method was quantitative survey study. The validation
instrument was five-item LIKERT scale questionnaire contained indices and components of teacher’s
professional standards model that the calculated reliability with Cronbach’s Alpha in pilot study was 0/96. Data
analysis with using descriptive and inferential statistics showed that teachers have confirmed and ranked the
standards and their indices in different levels so that the std.7 (knowledge and skills for technology use in
classroom) had top rank and the std.10 (teacher’s pedagogic approaches) had the lowest rating from secondary
teachers viewpoints.
Keywords: professional standards, public high school teachers, validation.
1. Introduction
“International commission on education for the 21st century” stipulates that no reform can be successful without
the active and effective teachers and their participation and cooperation (Haney, 2005: p.9). Nowadays, it is
believed that in order to maximize learning opportunities for all learners in the process of education,
policymakers and educational leaders must ensure that teachers implement standards-based education (Castillo et
al, 2002) Therefore one of the major steps in improving the quality and performance of teachers is the design and
development of related professional standards in the areas of knowledge, skills, and practices and so efforts to
institutionalizing them in the educational systems (Izadi and Shafe, 2009). For this reason in the developed
countries the agenda of developing professional standards and conducts the criteria for teacher effectiveness in
teaching - learning environments in educational institutions and accrediting agencies. Because this professional
standards leads to clarifying of educational goals and expectations, developing more strong and attractive
teaching – learning opportunities (Kluth and Straut, 2001; Cimer, 2007) and Improving the quality of teaching in
the classroom and thus improve the quality and efficiency of the schools and the education system and ensuring
the quality of educational services (Martens and Prosser, 1998) and also the professional standards guide
teachers to identify professional development needs and managing their continuous learning, facilitating pre-
service training program and results to the enthusiasm and motivation of the teaching profession (Professional
Standards for Queensland Teachers, 2005).
The “European committee for standardization” was defined the standardization as “agreement about the precise
criteria that continually needs to applied in form of laws, guidelines or rules to adaption of processes, products or
services in the best possible with the objectives” (Biczynski, 2001). Therefore the standardization is the adapting
of tasks and behaviors with special patterns that is defined through set of rules and norms for a particular
situation (Jones, 1998).
Generally Standardization is not a single paradigm perspective so couldn’t have a definitively viewpoint on the
issue. Especially in the field of education that deals with the human subject, standardizing becomes more
complicated. Therefore in the area of education, particularly in school area don’t have any global same standards
as the same universal standards for goods and industry products. Thus any countries should make and developed
education standards such as teacher’s professional standards in order to their all aspect coordinate such culture,
politic, ideology, education philosophy and other local and indigenous factors (khanifar, 2004). Therefore
previously researchers in a qualitative study with using Delphi technique have designed a set of professional
standards for secondary teachers that including:
• Std1. Classroom management
• Std2. Classroom learning environment and climate
• Std3. Classroom leadership
• Std4. Knowledge and skills of instructional development and teaching design
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.16, 2013
82
• Std5. Knowledge and skills of teaching and organizing of learning opportunities
• Std6. Supervision, evaluation and feedback in classroom
• Std7. Knowledge and skills of technology use in classroom
• Std8. Professional, legal and ethical responsibility
• Std9. Teacher’s career progress and professional development
• Std10. Teacher’s pedagogic viewpoints and approaches
Thus the main purpose in this study is that validation of the ten standards above with aim determining of the
acceptability and general admission of the designed ten professional standards among secondary teachers
community.
2. Review of related researches
Danielson (1996) has noted 22 components of effective teacher professional standards in the field of teaching,
and subdivided them in 4 major standard components including: design and preparation, classroom climate and
environment, teaching and instruction, professional duties and responsibilities.
Huntly (2008) categorized the teachers professional competencies in 3 main areas such: professional knowledge,
professional practice and professional engagement in which is the categories of professional knowledge includes
the content knowledge, knowledge about teaching and learning and student recognition; professional practice
includes the design of learning, making of learning environment, assessment and evaluation of learning; and
professional commitment includes the professional learning, collaboration, leadership, values, communication
and ethics.
Keith (1986) has introduced a model of professional standards approved and adopted by the Regional agency
that the criteria for optimal performance and teachers effective teaching that the qualified teacher must do before,
during and after teaching practice As a source of important activities such as : developing objectives, preparation
of job descriptions, clinical supervision on classroom work and constantly improve the performance and
evaluation criteria for job promotion or dismissal of and etc.
One of the comprehensive, current and universal models of designing and promoting teacher’s professional
standards is the professional standards for teachers as a manual model for professional activities on “Queensland
State of America” that developed by ministry of education in that state. This model show all aspects of teacher
professional practice in teaching performance related to each other. One of The strengths of the below model is
that largely it is emphasized on the teacher's professional activities and students practices in the professional
classroom environment also focused on teachers and students classroom abilities.
Wiliams et al (2004) have reported the “New Jersey state of U.S.” new professional standards for teachers and
educational leaders that developed as a part of qualified teacher certification rules, thus Standard topics include:
• Std1: The curriculum knowledge
• Std2: Human growth and development
• Std3: Diversity of learners
• Std4: Strategies and educational planning
• Std5: Measurement and evaluation
• Std6: Learning environment
• Std7: Special needs
• Std8: Community
• Std9: Cooperation and partnership
• Std10: Professional development
Previously as mentioned, many developed countries have given the great importance to standardization in the
field of education and always have emphasized to development and updating the teachers professional standards.
3. Research method
The methodology of the present study for the accrediting of a professional standards model (that formerly
designed and validating by group of experts in the Delphi process) certainly is referring to the objective
comments of group of teachers that was involved at teaching – learning environments, until to be measured their
viewpoints and judging to the standard’s indices through questionnaire. Thus the methodological approach of the
study is a quantitative - descriptive approach that was conducted with survey method. The validation instrument
was five-item “LIKERT” scale questionnaire contained indices and components of teacher’s professional
standards model that was made by researchers and to ensure its validity and reliability, the calculated reliability
with Cronbach’s Alpha in pilot study through SPSS was 0/965. Of course the reliability of the questionnaire was
calculated uniformly for the whole standards and separately for each of sub-indices after data collecting so that
the obtained Cronbach’s Alpha was 0/762. The participants in this study 715 secondary high school teachers
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.16, 2013
83
from 5 education regions in “Tabriz” city that 154 of them was sampled through multistage cluster sampling
method. From 154 questionnaires were distributed among selected teachers, 143 were returned and were based
for statistical analyzes. Finally the data were analyzed by descriptive statistics such as frequency and distribution
histograms of responses and were used the inferential statistics such as “confirmatory factor analysis” (CFA) and
especially the F test of Friedman In order to identifying the rating standards by teachers.
4. Results and discussion
First the descriptive presentation of demographic findings includes: 39 teachers are from education region1.
Consist of 23 have bachelor and 16 have master degree and with average of 22/72 teaching experience years 41
from education region3. Consist of 27 have bachelor and 14 have master degree with average of 21/46 teaching
experience years and 63 teachers from education region4. Consist of 40 have bachelor and 23 have master
degree with average of 21/02 teaching experience years.
For inferential statistics, in the first step after the data collection and entry into SPSS software, for determine the
validity of constructs and final approval of the ten standards, Factor analysis. But before the factor analysis,
observance of a test defaults such as “KMO” for the adequacy of 143 the sample size and the “Bartlett”
symmetry measurement for the observance of the linear multiplicity of correlation matrix was necessary.
Table1: KMO and Bartlett's test for determining the adequacy of sampling and taking items
Since the above results showed fitting of factor analysis to identifying the structure model and has been observed
the assumption of the linear multiplicity of correlation matrix. Hence the maximum likelihood confirmatory
factor analysis with VARIMAX rotation and stabilizing 10 assumed factors (standards) was used in the software
as following. The result of confirmatory factor analysis in the table (2) showed that the 10 assumed standards
(factors) were capable to explaining of 57/111 percent of variances. So this result due to factor scattering and
having 44 multiple sub-components had a good result for organizing the indicators around 10 domains.
Table2: Confirmatory factor analysis with the 10 factors and the whole explained variance.
The data analyzing showed that the distribution of 143 responses hadn’t normal distribution. It means that the
rate and extent of participants’ responses to each of the ten standards were different. In order to the normality of
the distribution of factor scores (standard) Kolmogorov - Smirnov test are used.
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Table3: Kolmogorov – Smirnov test for distribution of factors normality
According to the test results in the table above, significance of all factors (key areas of standards) less than 0.05,
so that the null hypothesis based on normality of factors scores was rejected so accordingly none of the ten
factors distribution is not normal.
It can be concluded that the lack of normal distribution of factor scores, suggesting the existence of different
weights for each of the 10 standards. Therefore, in order to group compare the10 differences standards to
understand the existing of difference in the teacher’s responses mean for each of them, and so to estimation of
the ten standards ranking that was rated by teachers the next step was compared difference of standard’s mean
through “one sample T test by using field data in secondary teachers community as table below.
Table4: One – sample t test results to comparing of mean’s difference.
Value of 20 for the test above is determined in order to response’s means of items from high to too much.
Results showing that the standards of 1, 3, 5 and10 with positive value of t have high mean’s difference and it
means that variance of responses for them is too much. For analysis of this results Friedman test is required.
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Table5: Friedman test for rating of standards
In order to given the significant difference between the mean and the mean values the standards have been
ranked 1 to 10, which approximately this ranking was proposed from the results of one-sample t-test and
Friedman's test.
5. Conclusion
As a result in the present study we were able to accreditation a model of ten professional standards for secondary
teachers that previously was designed in qualitative method, based on data from a group of secondary school
teachers. Data analysis showed that:
1. Participant teachers confirmed ten principal factors that called ten professional standards because of the ten
factors were able to explain more than half of the variance in confirmatory factor analysis (CFA) model.
2. Also secondary teachers have an optimal evaluation toward designed indicators and standards for use in
teaching - learning environments.
3. Some standards such as 6 and 7 from teacher’s viewpoints as high priority standards in their professional
performance and others such as 3 and 10 were lower priority for them.
These standards that are designed, accredited and validated in a field scientific and research process, so is
suggesting as a model for the professional practice, behavior and performance of secondary teachers in the
classrooms and other teaching - learning environments, and as well as a set of indicators for performance
evaluation by managers and supervisors to use in the real education environments.
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