Teachers’ Development in Educational Systems

This article aims to study the appropriations of in-service workshops and its impact on promotions in professional competence of teachers, on the one of hand, and then to compare these activities with other activities done in other countries in order it identify the weaknesses and strengths of current programs and shortcoming in teachers’ development in professional development. With this purpose a 40-item closed researcher made questionnaire with three components was used to examine the appropriations of educational courses and its impact on teachers, as they themselves see it, and promoting professional competence the reliability of which, using Cronbach alpha was 0.78. The questionnaire examined the promotion of teachers’ knowledge and career with the indicators of management features in the classroom, educational organization, administration of education, controlling educational achievement and academic achievement of students. This part of a parallel from in a met -measurement way to study teachers’ professional competence resulted in education from students’ point of view. The population of this study consisted of all teachers and students of secondary and high schools of cities of Tehran province in the school year of 1387-88 and the sample of the study consisted of 140 individuals among whom 20 individuals were school teachers and 120 individuals were their students who were selected through random cluster sampling from among rich, average and poor groups of the origin.