نوع مقاله : مقاله پژوهشی
نویسندگان
1 مدیریت آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
2 گروه مدیریت و برنامهریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: Given the pivotal role of grade-level mentors in improving teaching and learning quality, their professional development has become a central concern in educational systems. Development Centers (DCs), which utilize simulated exercises and emphasize observable behaviors, provide an effective framework for identifying and nurturing professional competencies. However, the effectiveness of these centers depends on having a localized, precise, and behaviorally defined competency model. This study aimed to develop such a model tailored to the role of middle school grade-level mentors, suitable for use in development centers.
Method: A qualitative approach was employed using grounded theory based on the Strauss and Corbin model. Data were collected through semi-structured interviews with mentors, job analysis, and review of professional documents. Analysis was conducted in three phases—open, axial, and selective coding—and the trustworthiness of the results was supported by member checking, peer debriefing, and data triangulation.
Findings: Six core competency dimensions were identified: professional leadership, analytical thinking, problem-solving, interpersonal skills, educational–instructional planning, and creativity and innovation. For each competency, observable positive and negative behavioral indicators were defined.
Conclusion: Grounded in behavioral evidence and aligned with occupational psychology theories, the resulting model offers a valid basis for designing developmental exercises, delivering targeted feedback, and mapping professional growth pathways for grade-level mentors in the Iranian educational context.
کلیدواژهها [English]
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