Document Type : Research Paper
Authors
1 Ph.D. in Higher Education Management / Teacher of Education, Tehran, Iran. E-mail: atalebi590@gmail.com
2 Corresponding Author, Associate Professor, Department of Educational Administration, Allameh Tabataba'i University, Tehran, Iran. E-mail: khorsandi@gmail.com
3 Associate Professor, Department of Educational Administration, Allameh Tabataba'i University, Tehran, Iran: ghiasi.saeed@gmail.com
Abstract
The purpose of this study is to analyze the values affecting teacher empowerment in Iranian education. The above goal by two sub-goals, identifying the obstacles that exist in the path of teacher empowerment and providing the necessary policy guidelines in order to improve teacher empowerment programs was guided. For this purpose, research data were collected by applying a combined approach in two steps of comparative study and critical analysis. In the first part, data related to teacher training in Finland, Singapore, Japan, Austria, France and Iran were provided in specific areas. In the second part, a semi- structured interview was conducted with (14) education specialists, administrators and faculty members of Farhangian University. The results showed that teacher empowerment faces many obstacles from both macro and micro dimensions. The weak economic, social and cultural status of teachers from a macro perspective and the weaknesses of in-service training, in- service, support for continuous professional development and the lack of appropriate inclusive policies from a micro perspective have hindered the empowerment of teachers. Therefore, it is recommended to change the attitude of the officials towards education and this profession in different dimensions and in a practical way in order to promote the society and move in the direction of sustainable development, In order to attract talented and interested people, inclusive recruitment policies should be reformed and appropriate in-service and in- service training and skills programs should be developed and necessary support should be provided for teacher professional development.
Keywords
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