Identifying the Components and Indicators of Professional Competence among Primary School Teachers
Keywords:
Professional competence, Primary school teachers, Thematic analysis, Professional development, Primary education, Teacher competenceAbstract
The present study aimed to identify the components and indicators of professional competence among primary school teachers and to develop a comprehensive framework encompassing knowledge-based, skill-based, attitudinal, developmental, supportive, and organizational dimensions of teacher competence based on the perspectives of experts and experienced practitioners. This study employed a qualitative exploratory approach using thematic analysis. Participants included educational experts, university faculty members in education, primary education administrators, educational specialists, and exemplary primary school teachers in Tehran. Purposeful and snowball sampling methods were utilized, and interviews continued until theoretical saturation was achieved. Saturation was reached after 15 interviews, followed by two confirmatory interviews, resulting in a final sample of 17 participants. Data were collected through semi-structured interviews and analyzed using thematic analysis through stages of initial coding, subtheme development, and theme extraction. Data analysis resulted in the identification of 240 basic indicators, 20 components, and 6 major dimensions of professional competence among primary school teachers. The six dimensions included knowledge and specialized competencies, practical and performance competencies, attitudinal and value-based competencies, professional growth and development competencies, supportive and well-being-oriented competencies, and organizational and professional-social competencies. Findings indicated that professional competence is a multidimensional construct encompassing not only subject knowledge and instructional skills but also professional ethics, lifelong learning, digital literacy, inclusive education, student well-being support, family and community engagement, and organizational participation. The findings revealed that professional competence among primary school teachers is a comprehensive, dynamic, and multidimensional construct. Effective professional performance requires the integration of professional knowledge, instructional skills, ethical and attitudinal qualities, continuous professional development, student support capacities, and active organizational engagement. The proposed framework can serve as a foundation for teacher education programs, professional development initiatives, performance evaluation systems, and the development of professional standards for primary school teachers.
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Copyright (c) 2025 Esmaeil Kheirkhah Rahaghi, Khadijeh Khanzadi, Hadi Rezghi Shirsavar (Author)
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