مولفه های شکل‌‌دهنده ‌‌معلمان الهام‌بخش: یک‌‌ مطالعه سنتز‌پژوهی

The research was conducted with the overarching goal of identifying the characteristics of inspiring teachers. The research approach was qualitative, employing a synthesis method. The statistical population of this study included books, research, and studies related to inspiring teachers. Using specific keywords, 78 documents were selected from databases and examined based on entry criteria. After several screening stages according to output criteria, 31 documents were chosen as the final sample for analysis. Purposeful sampling was conducted until data saturation was reached. Subsequently, the research data were coded and classified based on characteristics mentioned in the documents for inspiring teachers and related concepts at three levels: basic themes, organizing themes, and overarching themes. In this study, reliability was used as a criterion to substitute for validity and reliability. After analyzing the documents, 122 initial themes were extracted and categorized into 30 organizing themes. Ultimately, the themes in each category were placed under four overarching themes: personality traits such as enthusiasm for teaching, positive ethical values and virtues, attractive behavior, mental readiness, seriousness and dynamism, humor, communication skills, supportiveness, empathy in communication, active social interactions, religious beliefs, life skills, joyfulness, revolutionary beliefs, self-sacrificing behavior, fairness towards students; professional skills including planning abilities, creating motivational learning environments, evaluating and providing feedback, flexibility and adaptability in teaching methods; effective classroom management that includes maintaining a disciplined and organized educational environment; and creativity that encompasses being innovative in teaching methods and applying strategies that enhance cognitive skills while encouraging constructive learning experiences that extend beyond traditional texts. The research was conducted with the overarching goal of identifying the characteristics of inspiring teachers. The research approach was qualitative, employing a synthesis method. The statistical population of this study included books, research, and studies related to inspiring teachers. Using specific keywords, 78 documents were selected from databases and examined based on entry criteria. After several screening stages according to output criteria, 31 documents were chosen as the final sample for analysis. Purposeful sampling was conducted until data saturation was reached. Subsequently, the research data were coded and classified based on characteristics mentioned in the documents for inspiring teachers and related concepts at three levels: basic themes, organizing themes, and overarching themes. In this study, reliability was used as a criterion to substitute for validity and reliability. After analyzing the documents, 122 initial themes were extracted and categorized into 30 organizing themes. Ultimately, the themes in each category were placed under four overarching themes: personality traits such as enthusiasm for teaching, positive ethical values and virtues, attractive behavior, mental readiness, seriousness and dynamism, humor, communication skills, supportiveness, empathy in communication, active social interactions, religious beliefs, life skills, joyfulness, revolutionary beliefs, self-sacrificing behavior, fairness towards students; professional skills including planning abilities, creating motivational learning environments, evaluating and providing feedback, flexibility and adaptability in teaching methods; effective classroom management that includes maintaining a disciplined and organized educational environment; and creativity that encompasses being innovative in teaching methods and applying strategies that enhance cognitive skills while encouraging constructive learning experiences that extend beyond traditional texts. The research was conducted with the overarching goal of identifying the characteristics of inspiring teachers. The research approach was qualitative, employing a synthesis method. The statistical population of this study included books, research, and studies related to inspiring teachers. Using specific keywords, 78 documents were selected from databases and examined based on entry criteria. After several screening stages according to output criteria, 31 documents were chosen as the final sample for analysis. Purposeful sampling was conducted until data saturation was reached. Subsequently, the research data were coded and classified based on characteristics mentioned in the documents for inspiring teachers and related concepts at three levels: basic themes, organizing themes, and overarching themes. In this study, reliability was used as a criterion to substitute for validity and reliability. After analyzing the documents, 122 initial themes were extracted and categorized into 30 organizing themes. Ultimately, the themes in each category were placed under four overarching themes: personality traits such as enthusiasm for teaching, positive ethical values and virtues, attractive behavior, mental readiness, seriousness and dynamism, humor, communication skills, supportiveness, empathy in communication, active social interactions, religious beliefs, life skills, joyfulness, revolutionary beliefs, self-sacrificing behavior, fairness towards students; professional skills including planning abilities, creating motivational learning environments, evaluating and providing feedback, flexibility and adaptability in teaching methods; effective classroom management that includes maintaining a disciplined and organized educational environment; and creativity that encompasses being innovative in teaching methods and applying strategies that enhance cognitive skills while encouraging constructive learning experiences that extend beyond traditional texts. The research was conducted with the overarching goal of identifying the characteristics of inspiring teachers. The research approach was qualitative, employing a synthesis method. The statistical population of this study included books, research, and studies related to inspiring teachers. Using specific keywords, 78 documents were selected from databases and examined based on entry criteria. After several screening stages according to output criteria, 31 documents were chosen as the final sample for analysis. Purposeful sampling was conducted until data saturation was reached. Subsequently, the research data were coded and classified based on characteristics mentioned in the documents for inspiring teachers and related concepts at three levels: basic themes, organizing themes, and overarching themes. In this study, reliability was used as a criterion to substitute for validity and reliability. After analyzing the documents, 122 initial themes were extracted and categorized into 30 organizing themes. Ultimately, the themes in each category were placed under four overarching themes: personality traits such as enthusiasm for teaching, positive ethical values and virtues, attractive behavior, mental readiness, seriousness and dynamism, humor, communication skills, supportiveness, empathy in communication, active social interactions, religious beliefs, life skills, joyfulness, revolutionary beliefs, self-sacrificing behavior, fairness towards students; professional skills including planning abilities, creating motivational learning environments, evaluating and providing feedback, flexibility and adaptability in teaching methods; effective classroom management that includes maintaining a disciplined and organized educational environment; and creativity that encompasses being innovative in teaching methods and applying strategies that enhance cognitive skills while encouraging constructive learning experiences that extend beyond traditional texts.