analyzing the dimensions and components
&of
teachers' professional growth management model
&&jabbar rezaei
phd student, department of educational management, ahvaz branch, islamic azad university, ahvaz, iran.
rezaee.j@yahoo.com
&sepideh jafari
assistant professor, department of educational management, dezful branch, islamic azad university, dezful, iran
jafari@vatanmail.ir
frank omidian
assistant professor, department of educational management, dezful branch, islamic azad university, dezful, iran
omidian.2013@gmail.com
orcid: 0000-0002-0513-7095
&received: 06 september 2024&& | revised: 16&& november 2024 | accepted: 28 november 2024
&&extended abstract
&the main goal of this research was to analyze the dimensions and components of the teachers' professional growth management model. the current research was placed in the qualitative research group in terms of its practical purpose and in terms of the nature of the data and analysis style، and it was a meta-composite method.
the data collection method in this research is based on documentary information. the research data were collected and analyzed using meta-composite method in order to collect data related to the research that all the studies have been done in the field of teachers,' professional
&
growth and then extract and identify the components affecting it in these studies using the seven-step method of sandolski and barroso (2007) was used.
&the findings of the research showed that for the professional growth of teachers, attention should be paid to at least 8 basic dimensions. these dimensions are: teaching, training, facilities, evaluation, content, technology, expertise, in-service course.
in addition، the components and needs related to each of these factors have been examined, which have been extracted in the form of educational needs and non-educational needs. based on the results, it can be said that the growth of teachers has different dimensions, so the planners of the education system can pay attention to these dimensions and act in order to increase and better manage the growth of teachers.
the research findings showed that for the professional development of teachers, at least 8 basic dimensions should be considered. these dimensions are: teaching, training, facilities, evaluation, content, technology, expertise, and in-service period. in addition, the components and needs related to each of these factors have been examined and extracted in the form of educational needs and non-educational needs.
among the limitations of this research, it can be noted that in terms of method, it was only done with meta-synthesis and the results of this research were based on the validity of previous studies. also, the number of articles with conditions was small, which means that there is a research gap in this field. therefore, it is suggested that researchers use integrated methods in the future. it is also suggested that the ministry of education form a working group to explain and prioritize the different dimensions of teachers' professional development and its management.
keywords: professional growth, teachers, hybrid approach
&contribution of authors
all authors have participated in this research in equal proportion.
ðical approval
written informed consent was obtained from the individuals for their anonym zed information to be published in this article.
&conflict of interest
no conflicts of interest are declared by the authors.