Abstract

Objective: Teaching self‑efficacy and teachers’ professional competence are recognized as fundamental pillars of educational quality. The present study aimed to examine the impact of the Empowering School Plan (Kārāmad) on teaching self‑efficacy and professional competence among primary school teachers in Germi.

Method: This research employed a quantitative, quasi‑experimental design with experimental and control groups. The statistical population consisted of 923 primary school teachers in Germi (548 male and 375 female). In line with the requirements of a quasi‑experimental design and to enhance the validity of the findings, a sample of 40 teachers was selected, with 20 assigned to schools implementing the Empowering School Plan and 20 to other schools. Data were collected using Babaei’s (2014) Teacher Professional Competence Questionnaire and the Teacher Self‑Efficacy Scale developed by Schanen and colleagues (1998). The data were analyzed using SPSS version 28 through multivariate analysis of variance (MANOVA).

Findings: The MANOVA results indicated that the Empowering School Plan had a statistically significant effect on both teaching self‑efficacy and teachers’ professional competence. The intervention contributed meaningfully to the enhancement of instructional quality and fostered conditions for continuous professional improvement.

Conclusion: Based on the findings, implementation of the Empowering School Plan significantly improved teaching self‑efficacy and professional competence among primary school teachers. The study concludes that such structured school‑based initiatives can serve as effective mechanisms for strengthening teachers’ professional capacities and advancing the overall quality of instruction. Practical recommendations were also provided to further support the development of teaching self‑efficacy and professional competence in Germi’s primary schools.

Objective: Teaching self‑efficacy and teachers’ professional competence are recognized as fundamental pillars of educational quality. The present study aimed to examine the impact of the Empowering School Plan (Kārāmad) on teaching self‑efficacy and professional competence among primary school teachers in Germi.

Method: This research employed a quantitative, quasi‑experimental design with experimental and control groups. The statistical population consisted of 923 primary school teachers in Germi (548 male and 375 female). In line with the requirements of a quasi‑experimental design and to enhance the validity of the findings, a sample of 40 teachers was selected, with 20 assigned to schools implementing the Empowering School Plan and 20 to other schools. Data were collected using Babaei’s (2014) Teacher Professional Competence Questionnaire and the Teacher Self‑Efficacy Scale developed by Schanen and colleagues (1998). The data were analyzed using SPSS version 28 through multivariate analysis of variance (MANOVA).

Findings: The MANOVA results indicated that the Empowering School Plan had a statistically significant effect on both teaching self‑efficacy and teachers’ professional competence. The intervention contributed meaningfully to the enhancement of instructional quality and fostered conditions for continuous professional improvement.

Conclusion: Based on the findings, implementation of the Empowering School Plan significantly improved teaching self‑efficacy and professional competence among primary school teachers. The study concludes that such structured school‑based initiatives can serve as effective mechanisms for strengthening teachers’ professional capacities and advancing the overall quality of instruction. Practical recommendations were also provided to further support the development of teaching self‑efficacy and professional competence in Germi’s primary schools.

Objective: Teaching self‑efficacy and teachers’ professional competence are recognized as fundamental pillars of educational quality. The present study aimed to examine the impact of the Empowering School Plan (Kārāmad) on teaching self‑efficacy and professional competence among primary school teachers in Germi.

Method: This research employed a quantitative, quasi‑experimental design with experimental and control groups. The statistical population consisted of 923 primary school teachers in Germi (548 male and 375 female). In line with the requirements of a quasi‑experimental design and to enhance the validity of the findings, a sample of 40 teachers was selected, with 20 assigned to schools implementing the Empowering School Plan and 20 to other schools. Data were collected using Babaei’s (2014) Teacher Professional Competence Questionnaire and the Teacher Self‑Efficacy Scale developed by Schanen and colleagues (1998). The data were analyzed using SPSS version 28 through multivariate analysis of variance (MANOVA).

Findings: The MANOVA results indicated that the Empowering School Plan had a statistically significant effect on both teaching self‑efficacy and teachers’ professional competence. The intervention contributed meaningfully to the enhancement of instructional quality and fostered conditions for continuous professional improvement.

Conclusion: Based on the findings, implementation of the Empowering School Plan significantly improved teaching self‑efficacy and professional competence among primary school teachers. The study concludes that such structured school‑based initiatives can serve as effective mechanisms for strengthening teachers’ professional capacities and advancing the overall quality of instruction. Practical recommendations were also provided to further support the development of teaching self‑efficacy and professional competence in Germi’s primary schools.

Objective: Teaching self‑efficacy and teachers’ professional competence are recognized as fundamental pillars of educational quality. The present study aimed to examine the impact of the Empowering School Plan (Kārāmad) on teaching self‑efficacy and professional competence among primary school teachers in Germi.

Method: This research employed a quantitative, quasi‑experimental design with experimental and control groups. The statistical population consisted of 923 primary school teachers in Germi (548 male and 375 female). In line with the requirements of a quasi‑experimental design and to enhance the validity of the findings, a sample of 40 teachers was selected, with 20 assigned to schools implementing the Empowering School Plan and 20 to other schools. Data were collected using Babaei’s (2014) Teacher Professional Competence Questionnaire and the Teacher Self‑Efficacy Scale developed by Schanen and colleagues (1998). The data were analyzed using SPSS version 28 through multivariate analysis of variance (MANOVA).

Findings: The MANOVA results indicated that the Empowering School Plan had a statistically significant effect on both teaching self‑efficacy and teachers’ professional competence. The intervention contributed meaningfully to the enhancement of instructional quality and fostered conditions for continuous professional improvement.

Conclusion: Based on the findings, implementation of the Empowering School Plan significantly improved teaching self‑efficacy and professional competence among primary school teachers. The study concludes that such structured school‑based initiatives can serve as effective mechanisms for strengthening teachers’ professional capacities and advancing the overall quality of instruction. Practical recommendations were also provided to further support the development of teaching self‑efficacy and professional competence in Germi’s primary schools.