Teachers’ Professional Orientation as a Driver of Educational Innovation: A Model for Enhancing Teaching Quality in Schools

Document Type : Original Article

Authors

1 Assistant Professor, Instructor at Afagh Non-Profit and Non-Governmental Institute, Department of Educational Sciences, Faculty of Economics and Humanities, Urmia, Iran

2 Graduate in educational management, department of educational sciences, faculty of economics and humanities, Afagh Non-Profit and Non-Governmental Institute, Urmia, Iran

Abstract

The primary aim of this study was to develop a model for teachers' professional orientation, focusing on enhancing teaching quality and improving educational outcomes during the 2024–2025 academic year. The research was developmental-applied in purpose and adopted a descriptive-qualitative approach, aligned with the nature and objectives of the study. The research population consisted of all teachers, principals, deputy principals, and administrative experts within the education system of Urmia during the 2024–2025 academic year. Data were collected through purposive theoretical sampling, utilizing semi-structured interviews conducted with 13 participants. Data analysis was performed using a three-stage thematic analysis (basic themes, organizing themes, and overarching themes) with MAXQDA18 software. The findings identified the core components of teacher empowerment as sustained motivational core, educational interaction networks, innovative teaching practices, and transformational leadership. Barriers to empowerment included organizational constraints, cultural obstacles, and internal challenges. Proposed strategies comprised enhancing personal capacity, providing organizational support, establishing interactive bridges, integrating modern digital tools, and implementing continuous evaluation cycles. These findings contribute to understanding the dynamics of professional orientation and provide practical strategies for improving teaching quality and educational outcomes in primary schools. These findings contribute to understanding the dynamics of professional orientation and provide practical strategies for improving teaching quality and educational outcomes in primary schools.These findings contribute to understanding the dynamics of professional orientation and provide practical strategies for improving teaching quality and educational outcomes in primary schools.These findings contribute to understanding the dynamics of professional orientation and provide practical strategies for improving teaching quality and educational outcomes in primary schools.

Keywords

Creative and Effective Education
Volume 1, Issue 1
May 2025
Pages 100-87

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History

  • Receive Date: 23 April 2025
  • Revise Date: 14 May 2025
  • Accept Date: 09 June 2025
  • Publish Date: 21 June 2025

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