This study explores the motivational components within teacher rating systems and their impact on professional growth motivation. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, motivation, and professional development literature. By examining various texts and research findings on teacher motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's motivational theory, this study provides recommendations to bolster teacher motivation and job satisfaction through improvements in the rating system.

This study has been conducted aimed at presentation of a model for promotion of the motivation of the professors of Farhangian University. To this end, we have taken advantage of the mixed research methods. In the qualitative stage, the statistical population composed of 25 scientific and executive experts of the university who were selected using purposive sampling method. In the quantitative stage, the research method was descriptive and the statistical population included all professors of Farhangian Universities across the country equal to 784 subjects that among them, 278 professors were selected based on the cluster sampling method. Analysis of qualitative data was conducted through t-test, MAXQDA software and exploratory factor analysis. Also for the validation of the proposed models, structural equations and PLS approach were used. For data collection in qualitative stage, we have used the structured interview and in quantitative stage, we provided a researcher-made questionnaire. In qualitative stage, the results showed that the aspects and factors of motivation including nature of the job with three constituents of autonomy, significance of the job and Job attractiveness; professional progress with 2 constituents of interest in development and tendency towards research; need for success with 2 constituents of organizational commitment and self-efficacy; and social status with 2 constituents of knowledge and gratitude and finally social respect and effective factors in the form of economic factors including constituents of payment and reward system; cultural factors including constituents of communications, participation and team work; environmental factors including constituents of technology, work conditions and organizational health; management factors including spiritual and evolutionary leadership and legal factors including the policies of Education Office and ministry of Sciences were identified. The results of exploratory factor analysis revealed 4 dimensions of motivation explain almost 82. 87 percent and 5 factors account for 78. 96 percent of variance of motivation of the professors. The confirmatory factor analysis results showed that all factor loads of dimensions, factors and effective constituents are higher than 0. 70. Then, the elements of the model are appropriate and have evaluated the indices and structures well. Moreover, the values of indices of fit of AGFI and CFI models are higher than 0. 80 and this is an expression of good fit of the model. The results of the role of each dimension of motivation showed that the interest in acquisition of success with the highest share of %82, nature of job with %81, professional progress %77 and social status %60 account for the motivation of the professors. As to the factors of the value of R2 (0. 55) we know that there is a strong explanation of the motivation by the factors. Likewise, the evaluation of t shows the strong relationship between management, cultural and environmental factors. In our evaluation of the status quo other factors except for social respect stand in higher positions than the mean. However the gap between the status quo and desirable status in all four dimensions is significant. In the section of factors, other factors but economic and legal factors and evolutionary leadership have been assessed to be in desirable a situation. Nevertheless, the gap between the status quo and desirable situation in all factors is significant. Degree of fit of model in 8 domains of philosophy, goals, theoretical foundations, dimensions and constituents, effective factors, executive mechanisms, promotion mechanisms and feedback and revision system and renewed engineering has been evaluated by the experts. The results showed that all criteria of assessment of fit are of an average higher than the mean, i. e. 3, and this is an expression of the high validity of the model from the perspective of the fit criteria. In general, the results of the research showed that professors are interested in their profession, and teaching is attractive to them and is of great importance and they are proud of it. Therefore, it can be argued that if professors have the necessary power to make decisions in the work process, they will feel responsible for the results of their work, and this will motivate them. Therefore, accordingly the researcher believes, autonomy in the university is a very important and key component because the originality and dynamism of the university activities require a flexible, free and democratic atmosphere and is one of the supporting principles of faculty members. Academic freedom is one of the principles of support according to which faculty members in a healthy society should have the natural right to freely exchange ideas and express theories in the classroom, to conduct research freely and to publish its results, and to make specialized comments on scientific topics. And the university must respect these rights. Due to the nature of the university's educational and research activities in creating new scientific ideas, especially Farhangian University, which is supposed to train thoughtful teachers, scientific freedom is absolutely necessary. But as we have seen in the results of research, sometimes the political demands and restrictions prevailing in the scientific fields as a deterrent to academic activities overshadow and the rule of political thoughts and specific groups and factional prejudices prevent freedom of thought and free criticism and analysis of ideas and views. The results also indicate the greater importance of professors to cultural, environmental and managerial factors. When professors actively participate in the decisions making and have good relationships with colleagues and superiors and students, and there is a culture of partnership and teamwork at the university, professors feel committed to what they are doing, and these factors influence their motivation. The results of this study also show that there is a relationship between environmental factors such as physical and supportive environment, career and educational promotion, justice and equality and the existence of technology and educational facilities and motivation. This study has shown that the type of university leadership also plays a key role in motivating faculty members. Because, the university is faced with grown-up faculty who are not motivated by meeting basic needs. Rather, they want to work meaningfully, purposefully, and create a work environment to nurture their creativity and talents. Therefore, in order to motivate them, one must seek to meet the transcendent needs.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ educational Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

Preserving the students’ educational motivation and satisfaction of teaching methods has a considerable influence on their educational success. Therefore, finding effective strategies to enhance students’ educational motivation and satisfaction of teaching methods is considered as one of the most important educational priorities. The purpose of this study is to investigate the effect of utilizing the capabilities of caricature on the students’ educational motivation and satisfaction of the teaching methods. The participants were the students of Yazd Payame Noor University. Nineteen students participated in the learning program utilizing caricature through textbook and PowerPoint slides and 18 students took part in the instructional program based on the lecture. The course of “consistency” with the subject of “strength of the metal structures” was taught using the two mentioned approaches. The classes were randomly assigned to these educational programs. The data were collected in the two stages of pretest and posttest using the summarized version of Mac Innerni and Sinclaire standard questionnaire of educational motivation. Moreover, after the treatment, the students were asked several direct questions about their overall satisfaction from the educational programs. The data were analyzed using t-test, Wilcoxon and Mann-Whitney statistical tests. The findings indicated that comparing the two approaches, teaching with utilization of caricature can enhance the students’ educational motivation and satisfaction of the teaching methods.

The purpose of this research is to investigate the effect of technology of Quick Response Codes in education. Accordingly, a case study was answer the question "Does using quick response codes effect students' academic motivation? " The statistical population consisted of students from Islamic Azad University in 2016-2017. They were randomly divided into experimental and control groups. Experimental group using quick response codes technology based on two-dimensional bar code using fast access technology to mobile and smartphone or tablet. This barcode can provide educational content as text, image or educational video. Offer. The results of this study showed that the use of quick response codes in education has a positive effect on increasing students' academic motivation.

Background and Purpose: Today, the quality of students' performance in various subjects, such as mathematics that is important in selecting the field of study, is one of the basic issues in the educational system. The purpose of the present study was to investigate how the expectancy– value motivational model affects the intrinsic and extrinsic educational motivation, educational engagement (motivational strategies, learning strategies), and academic performance of students in mathematics. Method: The statistical population consisted of all 8th grade male students in Dezful city. 50 students were selected by multi-stage cluster sampling and placed in two experimental and control groups (25 students in each group). The expectation-value motivation model was implemented in the experimental group, while the control group received no training. In order to collect data in this study, Harter's classroom motivational scale (2005) and motivated strategies for learning questionnaire (Pintrich & DeGroot, 1990) were used. Results: The results of covariance analysis showed that there was a significant difference between the two groups in the intrinsic educational motivation variables, motivational engagement, cognitive engagement, and academic performance (P <0. 01). Conclusion: Based on the results of this study, the use of expectation-value motivation model will have a positive effect on academic motivation, educational engagement, and academic performance.

The current research was conducted with the aim of identifying the employment competencies of educational graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of educational (interviewers for the Education recruitment exam, directors of non-state educational institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

Background and Objectives: Information and communication technology has created significant developments in all aspects of individual and collective life, so that in education it has brought birth and growth of e-learning, virtual and smart school One of the principles of e-learning processes is an independent learning that requires an independent learning training. The aim of this research was to provide students with opportunities to perform more productive interactions and develop their learning skills and to learn independently. The study compares self-regulatory skills and motivation of students in regular and electronic schools in the academic year 2017-2018. The research is applied considering its goal. Materials: The present study consisted of all 12-grade male students of natural sciences in district 4 of Qom City, consisting 1, 600 students who were selected based on random sampling method. The number of students was determined based on Morgan Table and 165 people were selected in e-schools and 142 in normal schools. The research instruments are two self-regulatory skills questionnaires which are organized in two parts: motivational beliefs and self-regulated learning strategies. Cognitive strategies consisted of repetition review, expansion strategy, organization strategy and comprehension strategy. Metacognitive strategies included planning, control, monitoring and regulation strategies; and other part, motivational beliefs included self-efficacy, goal orientation, internal evaluation and test anxiety. Hermes motivation questionnaire that differentiates people who need high progress and those who have low progression needs was also used. The results of the study were analyzed by analysis of variance and t-tests. Findings: Considering the first hypothesis, the value of t was equal to 0. 289 and the significance level was 0. 003, and thus it is concluded that the mean of the academic achievement motivation scores in e-school is higher than normal school. With respect to the second hypothesis, considering that the value of t was 0. 161 and the significance level was 0. 002, it can be concluded that the average scores of using the cognitive strategies of smart school are higher than normal schools. Considering the third hypothesis, since the value of t is equal to 1. 247 and the significance level of 0. 000 was reported, it is shown that the average scores of using the metacognitive strategies of e-school are higher than the normal school. Conclusion: using electronic learning tools in schools leads to improved self-regulation skills and motivation in students. E-schools provide good opportunities for self-motivated and active learning and engagement the learning process. The results of this research is in line with the results of other studies that the use of e-learning in schools has a significant effect on metacognitive skills (planning, monitoring, control and comprehension) and cognitive strategies (repetition, review, development and comprehension) in students and plays a great role in academic motivation and academic success. Electronic schools with the acquisition of modern tools of learning technology in deepening and understanding learning resulted in improving the process of information processing, the possibility of repeating and reviewing the learning content, the development of perceptual processes and solving it from various strategies and management of time and control, and planning of learning and learning activities in students.