The teachers’ qualification has become more important today compared to the past; however, there are still doubts to be considered whether new teachers graduating from teacher training universities are well-prepared to face the challenges in their initial years of teaching. The main purpose of this paper is to identify the methods of formal induction for new teachers worldwide. In this study, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction (initial period of service) published from 2010 to 2020, and selected from three data-bases by using a systematic text review model. After using the MAXQDA software, the data were analyzed into three themes including in the form of three comprehensive themes, fourteen organizing themes, and fifty-eight basic themes. The results showed that the formal induction for new teachers includes three components of "organizational (administrative) support", "mentoring," and "school-based support" during the initial period of service that complement each other. The formal induction have made teachers more resilient and efficient. Accordingly, it is suggested that Iranian Education Ministry takes actions and apply this global experiences to developing and implementing a local curriculum of Induction for the initial period of teacher service.

The purpose of this study was to investigate the hidden social curriculum in primary schools with a focus on the interactions between the new teachers, the teachers graduated from Farhangian University, and the school principals. This study was conducted via a qualitative approach using thematic analysis. The study population included 108 student-teachers who were freshman students at Farhangian University during the academic year 2012-2013 and are now serving as new teachers in Mashhad. A total of 25 teachers were selected as the study participants to participate in semi-structured interviews. The interviews were transcribed and then analyzed by thematic coding. The findings revealed four inclusive themes and 21 organizing and 62 basic themes based on the observed hidden social curriculum in primary schools. The results showed that despite their many years of work experience, a large number of the principals do not have the knowledge and skills required of a school principal. Introduction A large number of studies show that the social climate at schools can significantly contribute to the development of prejudice (Allbright, and Hough, 2020), the level of cooperation, work commitment, sense of community and belonging to the school (Daggol, 2019), job satisfaction, professional growth and citizenship-organizational behavior (Sari and et al., 2019,Akar, 2018,Ashrafi and Zainabadi, 2017), intrinsic motivation and sense of self-efficacy (Reaves and Cozzens, 2018), in-role and out-role behaviors (Yasini, 2016), burnout (Kaya and Selvitopu, 2019), frequency of teachers’ relocation and resignation (Grissom and Bartanen, 2018). Furthermore, the behaviors of the school principals can influence the teachers’ attitude toward their job (Zainabadi, 2011), their organizational silence (Durnali, M. Akbasli and Dis, 2020), quality of performance (Eckert, 2019), professional development and job satisfaction (Ashrafi and Zainabadi, 2017) and even their participation in improving the school affairs and presenting of new ideas (Ozen, 2018). Nevertheless, the cited studies have not dealt with the essence of the hidden social curriculum at schools, which is especially influenced by the behaviors of the school principals. Some researchers (such as Lacireno-Paquet, Bocala and Bailey, 2016,Martinez and Tadeu, 2018,Baptiste, 2019,Mirkamali, 2018) believe that school principals play an important role in shaping the schools’ social climate. It is imperative to delve deeper into this issue, especially in the case of new teachers graduating from Farhangian University, as this particular university is responsible for educating professional teachers in Iran, and the quality of the social climate in schools can threaten the survival and professional development of these new teachers in the Iranian education system. The purpose of the present study was thus to investigate the hidden social curriculum in primary schools with a focus on the interactions between new teachers and the school principals. Methodology This research was conducted via a qualitative approach using thematic analysis. Semi-structured interviews were held with the participants for gathering data. To understand participants' experiences of the hidden social curriculum in the school environment, they were asked to describe in detail their recurring experiences (whether positive or negative) about the principal directly or indirectly conveying his expectations, values, and attitudes about interacting with other people in the school (including the principal, other colleagues, students, etc. ). Each interview lasted one hour on average, and the data obtained were analyzed in four steps. In the first step, the researcher read the whole text of every interview to get familiarized with its contained ideas and to carry out initial coding based on the research question. In the second step, some themes were first extracted from the coded parts of the text, and by comparing the text of each new interview with all the previous ones, some of the previously-extracted themes were refined and changed. In the third step, the discovered themes were placed in three categories based on their degree of abstraction and generality, including inclusive, organizing, and basic themes. In the last step, a network of themes was drawn to explain the relationship between all the themes. Lincoln and Guba’s criteria (1985) were also used to determine the reliability of the research. The participants included 25 student-teachers studying at Farhangian University (Shahid Hasheminejad Campus of Mashhad) in academic year 2011-2012 who currently (2021) serve as new teachers in Mashhad. The participants were selected purposively by chain sampling using two criteria. Results The descriptive findings revealed that most school principals in the research setting were experienced women working in primary schools in rural areas. The findings derived from the interview with new teachers also showed that their interactions with the school principals conveyed a hidden social curriculum consisting of several items that were both positive and negative. The positive hidden curriculum entailed the direct and indirect conveyance of attitudes, values and expectations from the principals to the new teachers, which, based on the lived experiences of the new teachers, are considered a facilitator of effectively doing their job in the school. Conversely, the negative items in the hidden curriculum, which also involved the direct and indirect transmission of attitudes, values, and expectations from the principals to the new teachers, were considered a significant barrier to effective performance in the school environment based on the lived experiences of the new teachers. Figure (1) presents the general findings in the inclusive and organizing themes. Discussion and conclusion The findings of this research indicated that school principals convey a variety of hidden positive and negative messages to new teachers through the social environment or milieu that they create. Also, since teachers need to get positive feedback from principals in order to continue their cooperation and secure their position in the school (Ghorbankhani, Salehi and Moghadamzadeh, 2019), the hidden massages conveyed can affect not only the teachers’ performance but their students' performance as well. The findings of the research can be discussed from several viewpoints. First, despite having a lot of experience in school management positions, most principals were "lacking the knowledge and skills required of a school principal" and had created an unfavorable (closed) social climate in their school. Meanwhile, many researchers (such as Mirkamali, 2018, and Lacireno-Paquet, Bocala, and Bailey, 2016) consider human skills an important prerequisite for effective management. Second, school principals who formed an open social climate in the schools were very confident in the new teachers' abilities. In contrast, all new teachers working in schools with a closed social climate stated that there was an attitude of distrust about the teachers' knowledge and expertise on the part of their school principals. According to Terek et al. (2015), teachers who have a higher level of education and professional performance expect more understanding and respect from their colleagues, but frequent exposure to unprofessional behavior from the principals leads to a decrease in their confidence and motivation and can even cause their abandonment of the teaching profession. Third, although all school principals expected the new teachers to show respect toward them and obey their commands, depending on the social climate of the school in question, this expectation often had different motives. For instance, in schools with a favorable and open social climate, the managers expected respect because they wanted to maintain the school order and ensure its smooth running, but in schools with a poor social climate, managers expected this respect from the new teachers just as a gesture of subservience to their authority and power. Fourth, many of the hidden messages conveyed were the result of the principals’ independence in decision-making.

This research was conducted with the aim of constructing and validating a scale about Effective Factors in the formation of hidden null curricula in the Primary Education Bachelor's program at Farhangian University. The research approach was a mixed method via the sequential exploratory design of the instrument-making model conducted in two phases. In the first phase, a semi-structured interview tool was employed, while in the second phase, a designed questionnaire was utilized. The study population consisted of 1526 novice teachers who graduated from Farhangian University in Razavi Khorasan Province in 2016 and 2021. In the first phase, the purposive sampling method was used and ended with 33 interviews with theoretical saturation criteria. The data analysis process was performed using qualitative content analyses. The second-phase sample included 490 novice teachers, selected through stratified random sampling based on Morgan’s table. Questionnaire data were analyzed using structural equation modeling (SEM)-based factor analysis. The findings indicated that the designed questionnaire possessed appropriate validity and reliability. Additionally, three components were identified as having the highest predictive power in the formation of hidden null curricula at Farhangian University: (1) instructors’ competencies and qualifications, (2) weaknesses in educational content and syllabi, and (3) deficiencies in time budgeting. The results demonstrated that the developed scale could serve as a suitable tool for assessing the factors contributing to hidden null curricula at Farhangian University.

This research aims to examine the awareness or foundational knowledge of Article 28 students and novice teachers of Farhangian University concerning dictation disorders. The goal is to propose an appropriate model to improve their understanding of these disorders. This study falls under the applied research category, making it a field study conducted using a mixed-method approach. The statistical population consists of 312 novice teachers and skilled learners from Article 28 who graduated in the academic year of 1399/1400 from the Shahid Maqsoodi campus in Hamedan. Based on Morgan's table, a sample of 170 individuals (85 novice teachers and 85 Article 28 students) was randomly selected. The research employed a custom questionnaire designed around various writing disorders, and responses were gauged on a 5-point Likert scale. 30 educational science experts confirmed the questionnaire's validity and its reliability coefficient was estimated at 0.84 via Cronbach's alpha. Independent and univariate t-tests and Pearson correlation were used for data analysis. To address any ambiguities arising from the questionnaires and to delve deeper into the research questions, interviews were conducted with 12 participants (6 novice teachers and 6 proficient learners). The results revealed that novice teachers had a greater awareness of dictation disorders than the Article 28 students. This suggests that the inclusion of learning disorder modules in the teacher training curriculum might have contributed to this heightened awareness. Based on these findings, it is recommended that specific modules on dictation disorders be integrated into the curriculum.

Considering the importance of the early years of teaching and the lack of comprehensive research on the acculturation of new teachers, the main topic of the research is what are the processes, methods and factors affecting the acculturation of new teachers? This research was conducted with a qualitative and systematic review approach.The research community includes all scientific sources in English and Farsi, which are indexed in one of the websites in the area of acculturation of new teachers. To search for sources, keywords related to the acculturation process of new teachers were first identified through research and library studies. Then searching for articles with the keywords of transfer from university to school, induction, acculturation, acculturation, socialization, becoming a teacher of beginning teachers, in the international databases of Google scholar, Science direct, Elsevier, Springer and with the keywords of acculturation, acculturation, professional support for teachers. New, transfer from university to school, socialization and the early years of teaching and teaching were systematically carried out in the internal bases of Nurmagz, Meg Iran, Irandak and the scientific base of academic jihad. In the initial search, 200 English sources (182 articles, 15 books and 3 theses) and 15 Farsi sources (13 articles and 2 theses) were found. To select sources, these criteria were considered. The content of the resources should be about the process of acculturation, methods of acculturation and factors affecting the process of acculturation of new teachers, articles should be published in prestigious foreign and domestic journals and not conference. Also, the publication date of the sources should be between 2000 and 2023, the articles should be related to teacher training and valid theories of acculturation, and the text of all the articles should be available. criteria for excluding articles from the study; The publication date of the articles was before 2000, the articles were related to the process of acculturation and teacher training and lack of access to the full text of the articles. Based on the inclusion and exclusion criteria, 149 English sources (136 articles, 11 books and 2 theses) and 12 Persian sources (10 articles and 2 theses) were excluded from the study due to being repetitive and unrelated to the acculturation process of new teachers. . . In total, 51 English sources (46 articles, 4 books and 1 thesis) and 3 Persian articles found the necessary conditions to enter the systematic and complete review. Then the relevant sources were analyzed using the qualitative content analysis method. The data obtained from the research were analyzed based on coding in three levels of open coding, subgroup formation and final classification. To check the reliability of the data, four criteria of believability, transferability, reliability and verifiability were used.The results showed that the acculturation process takes place in three stages: initial acculturation, professional acculturation, and organizational acculturation. Primary acculturation includes practices, beliefs, and value systems that are learned from birth and foster ideologies about teachers' professional behavior. Professional acculturation begins with the presence of new students in teacher training programs. At this stage, novices are exposed to university education about teaching and teaching, learn the ideal values of teaching, and develop their professional identity. Organizational acculturation begins when new teachers enter the workplace and note the impact of the workplace. In this acculturation, new teachers acquire the necessary knowledge and skills to play an organizational role in the school and during work and by entering the learning or practice community.Also, assimilation, interactionism and liberation are among the most important methods of acculturation of new teachers. In the assimilation method, the host group expects newcomers to leave their cultural identity and assimilate into the new culture. In the interaction method, the host group welcomes the cultural background of the newcomers and seeks to create constructive interaction with them, resulting in a degree of cultural solidarity. In the release method, there is no support and supervision of new teachers, and new teachers stay alone and work alone. In this method, non-interference is a basic principle; In such a way that it is considered inappropriate to interfere in the professional affairs of others. In addition, past influential experiences, including family and student experiences, the creation of a teacher training course including field, support, interactive experiences, mental and internal factors, and academic curricula and training, as well as the development of the work environment, including the dynamics of the school's organizational culture, the initiation program Entering the profession, organizational support and the agency of new teachers were identified as the most important factors affecting the acculturation of new teachers.The research findings indicate the sequence of acculturation process. This sequence shows that the learning of each stage strongly affects the learning of the next stage; In such a way that if the training of the new course contradicts the learning of the previous course, it will bring people's resistance and the acceptance of the new training will happen with difficulty. In order to properly acclimatize new teachers, the teacher culture in all three courses should have a suitable educational and cultural quality so that appropriate views, attitudes and beliefs of teachers are institutionalized in the new students. The requirement for creating a dynamic teacher culture is to identify the factors that affect the acculturation of new teachers in each period. These factors can affect the acculturation process in positive and negative ways. Therefore, first, the facilitating factors of the acculturation process should be identified and strengthened, and in the next step, the destructive factors of the acculturation process should be removed or modified and reconstructed. In the initial acculturation, the atmosphere and culture of schools should be such that students, by attending school and observing their teachers, acquire genuine and genuine beliefs, opinions and views about teaching and teaching, and other members of the society also have a professional and realistic view of Find a teaching profession. In the stage of professional acculturation and through teacher training courses, the wrong attitudes and beliefs that student teachers bring with them to the teacher training course from the previous stage should be corrected and reconstructed, and in the next stage, by designing appropriate programs, student teachers should be introduced to the professional principles of teaching and teaching. made In the final stage, when student teachers change their roles and become new teachers, they should be guided and supported by preparing the necessary support programs and creating a dynamic organizational culture to identify and choose the path of a teacher correctly.

In this research, the lived experience of new teachers was investigated from the perspective of their professional life during teacher training and the first year of teaching. The research was carried out in the framework of qualitative approach and descriptive phenomenological method and semi-structured interview was used to collect information. The information community included new teachers who had completed a four-year teacher training course and had less than five years of teaching experience. The research sample includes 15 of the aforementioned new teachers who were selected based on the logic of sampling in phenomenological research in a purposeful and criterion-oriented manner. Content analysis method and coding process were used to review and analyze the information. To check the reliability of the data, four criteria of believability, transferability, reliability and verifiability were examined. According to the findings of the research, the professional life cycle of new teachers in the first year of service in two general periods before the service and the beginning of the service proceeds in a non-linear way in the form of 12 stages, which could be improved by providing suitable solutions.

The purpose of this study was to explain the process and strategies of new teachers’ acculturation. For this purpose, the qualitative approach and the descriptive phenomenological method was used. Data collection was carried out by utilizing the semi-structured interview method. The participants included the new teachers who had completed a four-year teacher training course and had a teaching experience of less than five years. The sample included 15 new teachers who were selected purposefully, criteria-oriented, and regarding the theoretical saturation rule. For analyzing the collected data, coding and categorizing methods were utilized. Four criteria of credibility, transferability, dependability and confirmability were used to validate the findings. Findings proved that the new teachers’ acculturation process takes place in three steps: initial acculturation, specialized acculturation, and professional acculturation. Melting pot, assimilation, interactionism, separation, marginalization, and abandonment were the major strategies for new teachers’ acculturation. It was concluded that the major acculturation strategy used by schools and the educational system to adapt the new teachers to their culture was the “melting pot” strategy. However, the “interactionism” strategy was the major one used by the new teachers to build a connection and interaction between their cultural background and the cultural background of schools and the educational system.

The research method is quantitative and descriptive using structural equation model. Causal-comparative method was used to compare variables between the two groups. Statistical population of the research includes new teachers in Khorasan Razavi province. To test the model, a sample of 347 subjects was selected from 3339 new teachers in Khorasan Razavi province using convenience sampling and quota sampling methods. The research population includes 2426 new teachers who graduated from Farhangian University of Khorasan Razavi (Mashhad) in the years 2017 and 2018 and 913 new teachers who were hired to Farhangian University according to the Article 28 in the years 2017 and 2018. Sample size for each variable was selected up to 30 subjects using Cochran's formula. Teacher motivation, teacher self-efficacy and occupational commitment questionnaires were developed and validated by the researcher. To analyze the data, Pearson correlation coefficient, confirmatory and exploratory factor analysis, t-test and structural equation modeling were used. The results showed that there was a significant positive relationship between teacher self-efficacy and occupational commitment of new teachers. Occupational commitment of new teachers graduated from Farhangian University was significantly higher than that of new teachers recruited by Article 28, and the teacher motivation of new teachers graduated from Farhangian University was significantly higher than that of new teachers recruited by Article 28. There was a significant positive relationship between teacher intrinsic motivation and occupational commitment of new teachers.

1. Introduction In studying how teachers work, learn, and grow, there seems to be an expansive interest in teacher identity (e. g., Abednia, 2012; Alsup, 2006; Kayi-Aydar, 2015). The concept of situated, multiple, and dynamic identity forms a common feature across studies grounded in multiple theories (MacLure, 1993). One issue in language teacher education, particularly pertinent to the study of teacher identity, is teacher agency (Vongalis-Macrow, 2007). When individuals take on agentic positions, they have the capacity or willingness to act. Agency and positionings are therefore closely linked, one influencing the other (Kayi-Aydar, 2015)...

This article is a comparative study about the teaching of three groups of elementary school teachers in schools Maragheh who were absorbed through the three method: training in Farhangian university, temporary employment test and temporary teaching in school. Required data were collected by a questionnaire from a sample of 97 individuals who were selected by proportional sampling. The analysis of the data was done using ANOVA and showed that the "teaching" of three groups of elementary teacher's is Similar. Teachers who have attended four years or one year of teacher education are similar to teachers who have not completed formal teacher education courses. Despite some of the limitations of the study, the question is whether the four-year teacher education can continue to be defended? Has the University of Farhangian been effective? Field data show that the success of a four-year teacher training course is not enough to defend a job qualification in elementary education.