Identify the mechanisms for effective management of incompetency teachers
Publisher: name: The University Of Kurdistan
Year: 2021

description: This study aims to identify effective mechanisms for managing unqualified\nteachers. The literature review found that the education system still has\nteachers working in our country and in other countries. It does not have the\nminimum standards required for teaching positions. The study applied the\nqualitative approach by using semi-structured interviews to gather data. Since\nthe data were collected based on the lived experience of the interviewees, the\nresearch methodology employed is phenomenological. The research field\n(participants) consisted of three groups of heads of education departments,\nprimary school directors and academic experts in the professional\nqualifications of teachers. The criterion for selecting the officials of the\neducation departments and the principals of the primary schools was that they\nwere directly involved in implementing the evaluation of the professional\nqualifications of the teachers and dealing with the unqualified teachers, and\nthey were responsible for this task. The criterion for selecting academic\nspecialists is those who have specialized and theoretical knowledge and who\ncan look at this issue scientifically. Finally, more comprehensive results were\nobtained by linking scientific and academic aspects to administrative and\npractical aspects. Finally, the sample members of 19 people, including nine\nofficials of the Education Department of Markazi Province, five primary\nschool principals of Markazi Province and five university education\nspecialists, were purposefully selected and interviewed. The data was analyzed\nbased on the qualitative nature of the information obtained during the interview, extracted similar concepts, and coded (Klaizi method). This process\nis referred to as protocol phrases, and phrases directly related to the studied\nphenomenon have been deleted. Indeed, after reviewing each interview, the\nsections that could be considered the initial code of research objectives were\nidentified and chosen as the initial concept. Then, the typical initial concepts\nof the top categories were classified as concepts related to the efficient\nmanagement of unqualified teachers. Finally, the concepts identified were\nclassified into more comprehensive categories. To ensure the validity of the\nsearch, four Lincoln and Guba tests were used. The following has been done:\n(1) A copy of the interview and a summary of the questions asked. The answers\ngiven by the respondents were provided to them to find out their reaction at the\nreporting stage. (2) The researcher tried to spend more time interviewing\nuniversity experts in the area. 3) The researchers tried to describe the full\ndetails of the research, from sampling to data analysis. 4) To verify their\nvalidity, the reports and research notes were reviewed by two researchers, and\nboth yielded relatively similar results. (5) To verify the reliability of the\nfindings, all interviews were documented and implemented with accuracy. The\ndata were reduced with summaries and brief notes, the coding principles\nextracted the data, and the themes were extracted. To evaluate the reliability of\nthe research, two methods of agreement between the two coders (intra-subject\nagreement) and new reliability (stability index) were used, both of which are\nreliable. In the first question of the interview, we attempted to answer the\nquestion: what are the current attitudes toward unqualified teachers?\nThe interviews on the second question of the research show seventeen types of\nattitudes by school principals towards unqualified teachers: transfer of\nunqualified teachers to other schools, appointment to different roles and\npositions, and transfer to non-qualified positions. The most common methods\nused with unqualified teachers were voluntary transfer to another school in the\nsame educational district, voluntary transfer to a non-educational place,\ntransfer to another school, and other common strategies. Deportation, dismissal\nand expulsion were among the most common procedures. As a result, the\ninadequacy, comprehensiveness and effectiveness of the existing methods\nnecessitate establishing an efficient management system with a long-term and\npurposeful view, and radical and precise measures in the field of teachers are\nunnecessary. In the second question of the interview, including the scientific\nand practical opinions and suggestions of respondents, we attempted to\ndevelop a model for how managers deal with unqualified teachers. As a result,\nfour categories of preventive, corrective, monitoring and punitive actions were\nidentified for dealing with unqualified teachers. Preventive actions include;\ndesigning an effective recruitment system based on professional competencies,\nimproving the quality of teacher training courses, designing and implementing\nmechanisms related to culture building, paying attention to motivational factors and environmental health factors, enriching teachers 'jobs, raising\nteachers' competencies as concerns, identifying challenges, The issue of the\nincompetence of teachers in a systematic way is the design and implementation\nof appropriate mechanisms to encourage and support qualified teachers, select\nand employ skilled managers, planning. Corrective actions include design and\nimplementation of development and improvement courses by colleagues,\ndesign and implementation of teacher empowerment programs by educational\nspecialists, design and implementation of teacher empowerment programs with\nself-development system, design and implementation of teacher empowerment\nprograms by principals and providing feedback on unqualified teachers to\nhimself, the director and officials of the department. Monitoring actions\ninclude continuous monitoring and tracking of teacher performance and\nprogress. Finally, punitive measures involve designing and implementing\nindirect, punitive approaches. As a result, prevention, correction, supervision\nand punishment mechanisms need to be developed and implemented to\nmanage unqualified teachers effectively.