Journal of Education and Health Promotion

Effective components of teachers’ professionalism in viewpoints of various stakeholders

Document Type : Original Article

Authors

. Fatemeh Keshmiri 1
. Sara Jambarsang 2
. Amir Houshang Mehrparvar 3

1 Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran,

2 Center for Healthcare Data Modeling, Department of Biostatistics and Epidemiology, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

3 Industrial Diseases Research Center, Occupational Medicine Department, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

Abstract
BACKGROUND: The teacher must conduct educational responsibilities in the best way by observing
the ethical principles to meet students’ educational needs. The aim of the study was to investigate the
main factors of professionalism among faculty members from the viewpoints of various stakeholders
including learners, peers, and educational officials, as well as the components were assessed from
the viewpoints of the stakeholders.
MATERIALS AND METHODS: This was a descriptive analytical study conducted in two phases. In
the first phase, a questionnaire was developed and validated to assess the professional behavior
of faculty members. In the second phase, the evaluation of the teachers’ professional behavior was
done from the viewpoint of various stakeholders, including learners, middle and senior education
managers and peers. The participants were faculty members from 10 schools enrolled in the study
by census (n = 427). To extract the factors that constitute professional behavior in faculty members,
exploratory factor analysis was used. Data were summarized using descriptive indices (mean,
standard deviation, and percent). Exploratory factor analysis (EFA) was used to extract the factors
that constitute professional behavior in faculty members. Data was analyzed by using SPSS
software (version 23.0).
RESULTS: In the first phase, the questionnaire with 11 items was developed. The validity and reliability
of the tool was confirmed. The mean (SD) of the faculty members’ scores was 4.54(±0.34), with a
minimum score of 2.33 and a maximum score of 5.00. The highest scores of faculty members were
reported in the items of “altruism to colleagues and students” and the lowest scores were related
to “feedback seeking and feedback acceptance”. Professional behavior was categorized under two
domains: accountability to professional duties and adherence to professional values. Fifty percent
of the participants followed the adherence to professional values (P = 0.22), but less than 50% of
the individuals followed the adherence to professional duties significantly (P = 0.002).
CONCLUSION: The results of the present study showed that adherence to professional duties was low
in faculty members. Assessment of individuals’ adherence in these two domains showed that faculty
members’ compliance in the domain of accountability to professional duties was significantly lower.

Keywords

Evaluation
professionalism
teacher
teaching
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Journal of Education and Health Promotion
Volume 13, Issue 1
Winter 2023
Pages 1-8

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