A New Perspective on Teachers’ Teaching Competencies: Designing a Framework for the Iranian Educational System

Document Type : Original Article

Authors

1 1. PhD Student in Curriculum Studies, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

2 2. Corresponding author, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

3 Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

Abstract

Transformation in the educational system necessitates a redefinition of teaching competencies in alignment with the cultural, technological, and social requirements of the local context. This study aims to identify and design a scientific, indigenous, and practical framework for teachers’ teaching competencies in Iran. The research adopts a qualitative methodology based on grounded theory, following the systematic approach of Strauss and Corbin. Data were collected through three sources: 1) Document content analysis including the Fundamental Transformation of Education Document and the National Curriculum Document, 2) Review of 63 domestic and international studies, from which 16 relevant studies were selected, and 3) Conducting 15 semi-structured interviews with 5 faculty members of Farhangian University and 10 teachers concerned with teacher professional development, who were selected through purposive sampling until theoretical saturation was reached. Data were analyzed through three stages of coding (open, axial, and selective). The findings led to the identification and classification of teaching competency components within six main categories: contextual factors (e.g., religious beliefs and personal traits), causal factors (such as systemic educational culture), intervening conditions (including information and communication technology, metacognition, and foundational teacher knowledge), core category (effective and responsive teaching), strategies (such as classroom management, instructional practices, and assessment), and outcomes (teacher satisfaction, improved student learning, and enhanced professional status). In addition, a three-way strategy was used to validate the findings, including a variety of data sources, participant surveys, and simultaneous analysis of documents and interviews.

Keywords

References

 
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Research In Instructional Methods
Volume 4, Issue 2 - Serial Number 14
November 2026
Pages 62-83

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History

  • Receive Date: 04 October 2025
  • Revise Date: 20 November 2025
  • Accept Date: 07 December 2025

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