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Volume 24, Issue 155 (12-2025)
Journal of Psychological Science 2025, 24(155): 217-232 |
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Negintaji A, Motamed H, Parnian A. (2025). Examining the competencies of pluralist teachers in the iranian education system: A qualitative study. Journal of Psychological Science. 24(155), 217-232. doi:10.61186/jps.24.155.14
URL: http://psychologicalscience.ir/article-1-2854-en.html
URL: http://psychologicalscience.ir/article-1-2854-en.html
Department of Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran. , hrmotamed@iau.ir
Abstract: (773 Views)
Background: Pluralistic education requires pluralistic teachers, and not every teacher can take on this important role. Therefore, the scientific community needs to identify the qualifications and characteristics of such teachers and take steps to train them. Although studies have been conducted in Iran on teacher qualifications in various fields, However, there is a research gap in identifying the competencies of pluralistic teachers in the form of qualitative studies.
Aims: The purpose of this research was to identify the qualifications of pluralistic teachers in the Iranian education system.
Methods: This research was conducted with a qualitative approach and sequential exploratory method. The study population included all teachers and professors in Fars province. The study sample was also selected using a purposeful sampling. The data collected for the study reached Theoretical saturation from the twenty-eighth person. The data collection tool in the present study was Semi-structured interviews. The collected research data were also analyzed using the Attride-Stirling’s content analysis method.
Results: The results of this study categorized the competencies of a pluralistic teacher into 4 global themes (knowledge, attitude, skill, and behavior), 16 organizing themes, and 81 basic themes. Also, based on the collected information and its classification into three themes, a model related to the competence of pluralistic teachers in the Iranian education system was proposed.
Conclusion: Considering the findings of this study, it is suggested that education and training include the identified competencies of pluralistic teachers in its main components in teacher recruitment exams. It is also necessary for education to reform teachers' attitudes regarding how to interact with students by expressing and introducing the indicators and qualifications of a pluralistic teacher.
Aims: The purpose of this research was to identify the qualifications of pluralistic teachers in the Iranian education system.
Methods: This research was conducted with a qualitative approach and sequential exploratory method. The study population included all teachers and professors in Fars province. The study sample was also selected using a purposeful sampling. The data collected for the study reached Theoretical saturation from the twenty-eighth person. The data collection tool in the present study was Semi-structured interviews. The collected research data were also analyzed using the Attride-Stirling’s content analysis method.
Results: The results of this study categorized the competencies of a pluralistic teacher into 4 global themes (knowledge, attitude, skill, and behavior), 16 organizing themes, and 81 basic themes. Also, based on the collected information and its classification into three themes, a model related to the competence of pluralistic teachers in the Iranian education system was proposed.
Conclusion: Considering the findings of this study, it is suggested that education and training include the identified competencies of pluralistic teachers in its main components in teacher recruitment exams. It is also necessary for education to reform teachers' attitudes regarding how to interact with students by expressing and introducing the indicators and qualifications of a pluralistic teacher.
Type of Study: Research |
Subject:
Special
Received: 2025/03/3 | Accepted: 2025/05/5 | Published: 2025/12/26
Received: 2025/03/3 | Accepted: 2025/05/5 | Published: 2025/12/26
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)