Document Type : research paper
Authors
1
M.A in Educational Management, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
2
Associate Professor, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
3
Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
10.48310/tpd.2025.19571.1928
Abstract
Objective: The present study aims to compare the professional competencies of new teachers who graduated from Farhangian University and skill-based trainees of Article 28 in Tehran. Methods: This research is descriptive-comparative in nature. The number of teachers recruited through the Article 28 employment test in Tehran is 6,106, while the number of graduates from Farhangian University is 1,837. Using Morgan’s table and proportional stratified sampling, 367 teachers were selected from among whom 84 were graduates from Farhangian University, and 283 were skill-based trainees recruited through the Article 28 employment test. The samples were selected in such a way that all 19 regions of Tehran were covered. To collect data, a professional competence questionnaire was used, with components derived from Huntley’s model (2008), containing 68 items across three dimensions: professional knowledge, professional skills, and professional attitudes. The instrument’s validity was confirmed through confirmatory factor analysis, and its reliability was confirmed with a Cronbach’s alpha of 0.89. Data analysis was performed using an independent samples t-test. Findings: Statistical analysis showed that the average professional competencies of Farhangian University graduates were significantly higher than those of the teachers recruited through Article 28 (p < 0.01). This difference was observed in all components and may be attributed to the systematic training process and teacher preparation based on targeted educational programs. Conclusion: Revising the various teacher recruitment processes and focusing more on the quality of professional teacher training in various dimensions is necessary to improve education. Educational policymakers need to help enhance the professional competencies of teachers and increase the quality of education in schools by designing effective and efficient professional development programs.
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