https://trj.uok.ac.ir/ Research in Teaching en daily 1 Tue, 05 May 2026 00:00:00 +0330 Tue, 05 May 2026 00:00:00 +0330 https://trj.uok.ac.ir/article_64462.html This study highlights the significance of oral presentation competence as one of the key professional skills required of teachers. The analysis of 60 studies revealed that while certain components—such as verbal clarity (in 10 studies) and nonverbal behavior (in 15 studies)—have received considerable attention, many cognitive, emotional, and managerial aspects of this competence remain underexplored. The narrow focus of some studies on observable elements such as eye contact or speech structure—while neglecting aspects like stress management, improvisation, or dynamic audience engagement—highlights conceptual gaps in evaluating this competence. Thus, the need for a conceptual framework and network for the components of oral representation is necessary. therefore, in the present study, by thematic analysis, researchers identified and analyzed teachers' oral presentation competencies and then presented a evidence - based conceptual network that can provide a theoretical and practical basis for improving the quality of teaching, professional development of teachers and designing evaluation tools. The comprehensive conceptual framework proposed in this research, grounded in van Ginkel et al.’s (2019) theoretical framework, integrates 32 components across eight key domains (including motor skills, facial expression and gaze, vocal skills, verbal skills, content structure, presentation management, personality traits, and audience interaction), offering a holistic tool for assessing and enhancing teachers’ oral presentation skills. the proposed comprehensive conceptual framework is as follows : Physical and Motor Skills: Purposeful teacher movement within the classroom, facilitates the management of instructional interactions and contributes to immediate feedback, enhanced active participation, increased face-to-face engagement, and improved student concentration. The use of hands through purposeful gestures reinforces verbal messages, captures students’ attention, and enhances the visual comprehension of instructional content. An upright and balanced posture, accompanied by natural gestures, conveys confidence, improves vocal clarity, and enhances the effectiveness of teaching. facial expression and gaze skills: Facial expressions, by conveying emotions such as interest or indifference, play a crucial role in instructional interaction, fostering emotional connection, enhancing motivation, and creating a positive learning environment. Eye contact, defined as direct and reciprocal gaze between teachers and students, enhances learners’ sense of being recognized, fosters respect and motivation, and strengthens participation. Vocal Skills: Pitch contributes to attracting attention, maintaining concentration, enhancing auditory processing, and preventing monotony in speech, thereby improving comprehension and cognitive interaction. Voice volume facilitates effective content delivery, captures students’ attention, enhances speech clarity, and improves intelligibility. Tone of voice enhances the attractiveness of delivery, sustains audience attention, facilitates the communication of complex concepts, and conveys teachers’ attitudes and emotions, thereby playing a crucial role in the learning process. Voice tremor control caused by anxiety or tension during instruction. This skill enhances speech clarity, sustains learners’ attention, improves message comprehension, and fosters a positive perception of teachers’ professionalism. verbal skills: Pausing enhances content recall, listener comprehension and engagement, focus, and emphasizes key points while reducing teacher vocal fatigue. Clear word articulation refers to the ability to pronounce vocabulary clearly and intelligibly with minimal pronunciation errors. This skill enhances teacher confidence, improves comprehension, and prevents misunderstandings among students. Grammatically accurate sentences reflects teacher mastery, message clarity, improved audience comprehension, and more precise concept delivery. An appropriate Speaking rate enhances comprehension, attention, and cognitive engagement while reducing cognitive fatigue. Verbal fillers are meaningless words or sounds used during hesitation, pausing, or recall. Attention to their use can make presentations smoother, enhance audience focus, and increase perceived professionalism. Content Structure Skills: Content organization enhances student comprehension, retention, and attention, fosters positive audience evaluations of the teacher, improves classroom management, and boosts learning motivation. Content quality enhances students’ understanding and long-term learning, strengthens teacher credibility, and improves classroom interaction. Comprehensible language for the audience promotes better understanding, increased active participation, reduced learning anxiety, and decreased cognitive load. Use of an appropriate vocabulary range in classroom discussion enhances the appeal of speech, concept comprehension, student participation, and instructional accuracy, provided it aligns with students’ knowledge level. Sufficient knowledge and understanding of the subject fosters audience trust, facilitates a questioning environment, and enables the presentation of concepts through multiple approaches. Management Skills: Time management promotes more coherent and purposeful instruction, increases opportunities for interaction and students’ cognitive organization, and impacts teachers’ psychological stress and job satisfaction. Effective use of visual aids simultaneously engages multiple senses, improves audience comprehension and attention, reinforces concepts, and strengthens the verbal message. Student questioning opportunities increases active participation, strengthens critical and creative thinking, enhances problem-solving abilities, and fosters students’ motivation and sense of safety to express their ideas. The ability to respond to student questions enhances learning motivation, creates a safe environment, provides immediate feedback, and improves instructional quality. Teachers’ Personality and Behavioral Traits: Presentation-related stress can reduce vocal quality, speech clarity, focus, and interaction. Humor in teaching attracts attention, promotes active participation, reduces anxiety, improves relationships, facilitates information processing, and decreases cognitive load. Teacher self-confidence enhances instructional quality and classroom interactions. Improvisation promotes flexibility, transforms unforeseen situations into learning opportunities, increases participation and creativity, and fosters classroom trust. Enthusiasm increases students’ interest and participation, enhances instructional quality, and reduces occupational burnout. Audience Interaction Skills: Capturing student attention enhances interaction, learning, and enjoyment. Understanding the target audience enables effective selection of language and instructional methods, increases motivation, and enhances instructional quality. Alignment of verbal and nonverbal communication enhances comprehension, trust, and the quality of communication. Effective audience interaction enhances participation, motivation, and active learning. These findings align with the model of Van Ginkel et al. (2019), which emphasizes the need for integrating multiple dimensions of oral presentation to achieve effective teaching. The proposed conceptual framework as a basic scaffold for novices. This conceptual framework will serve as a starting point to teach the basic principles of oral presentation in the classroom. Student teachers should also pay sufficient attention to two important components: the ethical/moral component, and the understanding of the situation/context in which the oral presentation is made; because these two components can only be acquired through experience, interaction with students, practice, and engagement with classroom dynamics, and the conceptual framework has limitations in teaching these two components. As Elf (2021) also shows in her research, quality teaching emerges from social interactions, cultural norms, and specific moments in the classroom. Expanding this framework through empirical and qualitative data in future studies may contribute to a more nuanced understanding of the complexities involved in teachers’ oral presentation skills. https://trj.uok.ac.ir/article_64486.html Abstract Introduction: Translating (written text) and interpreting (spoken text) are complex skills used by a bilingual intermediary when two (groups of) language users, A and B, who do not understand each other’s language, want to communicate. The go-between takes text in the source language, A, as input and outputs a faithful semantic equivalent of the decoded message in the target language, B. Translators may avail themselves of dictionaries, terminology lists and encyclopedias to find the best possible translation equivalents. Interpreters generally have to deliver their rendition of the input speech on the spot, with minimal delay. Although interpreters can conduct background research in preparation for an interpreting task, there is no time to consult any resources once the interpreting has begun. Background of the study: An important role of prosody in speech processing is that it guides the division of the continuous stream of speech into smaller units that can be processed separately. Prosody allows the listener to find sentence boundaries, phrase boundaries and sometimes even word boundaries. The listener needs these boundaries in order to reduce the number of competing representations of the incoming structures he has to entertain in working memory. Prosody is a safety catch for the native listener. The native listener will trust prosodic information more than poorly defined segments because experience has taught the native listener that prosody is more robust against noise and distortion than segmental information. For successful decoding of input speech and encoding speech output in the non-native language interpreter trainees may benefit from an explicit comparison of the prosodic properties of their native language and those of the L2. The present study set out to examine the interaction of gender in English prosody awareness for enhancing interpreting performance. The gender issue and its effect on interpreting depends on which society we are studying and what the cultural norms of that society are about women and men in the use of language. This issue demands much more investigation in different cultural settings. If we look at interpretation as a transfer of meaning and ideas in the form of cross-cultural communication then the role of gender would be more evident since in different societies the expectations people have about the choice of structures and words from women and men in transferring their intentions are different. Methodology: Sixty BA interpreter trainees were chosen randomly for the experiment, and later were divided into two groups (e.g., control and experimental groups) by random sampling. The control group were trained the strategies of interpreting performance and practical tasks as well. The experimental group received less instruction of issues covered by control group and instead received English prosody training for 20 minutes per session. At the end of the training program students took posttest in interpreting performance. Three professional experts in this area rated students’ performance. The ten evaluation criteria are defined and motivated as follows: (1) Accuracy: Interpreters should be faithful to the meaning of source language. An optimal and complete message should be output such that the content and intent of the source language is preserved without omission or distortion. (2) Omission: Interpreters may intentionally omit part of the source language and concentrate on transferring the essence of the message (Jones 2014). In our study omissions were not counted against the interpreter as long as the interpretation preserved the content and intent of the source language; if not, they were scored as errors. (3) Overall coherence: Coherence is the extent to which the interpreter’s output is meaningful and purposeful. Message coherence includes conceptual connectedness, evaluative and dialogical consistency and textual relatedness. (4) Grammar: An attempt was made to evaluate the speech production of the participants observing the standard structural rules of Farsi. (5) Expression: Utterances should be a manifestation of appropriate use of the target language given a specific target audience, e.g., in terms of formality and informality. (6) Word choice: The choice of words in the target language should match the genre of the source language. The expectations of the audience (in relation to the social class they belong to) should be taken into account as well. (7) Terminology: Interpreters should be familiar with technical terms of the subject matter they are interpreting. An attempt was made to see to what extent the participants were choosing the technical terms when transferring the message. (8) Accent: Since the interpreter’s intelligibility will depend on the quality of his/her pronunciation of the target language, the strength of the interpreter’s accent was judged (in the case of recto interpreting, this criterion applies more or less vacuously – and will vary only in so far as a strong regional accent would compromise the interpreter’s intelligibility). (9) Pace: An intuitive judgment was made of how optimal the interpreter’s rate of delivery was, i.e. neither very slow nor so fast that intelligibility would be compromised. (10) Voice: An interpreter with a pleasant and relaxed voice is more appreciated than one with a strained or nervous voice. A global judgment was made of the extent to which the interpreter’s voice was appropriate for transferring the message.There was not significant differences between two genders in the interpreting performance. Conclusions: The findings will be applied in training future qualified interpreters so that there would be no bias in the choice of different genders for the professional practice in interpreting performance. The contribution of the present study to the growing body of literature on pronunciation teaching is that increased conscious attention in pronunciation materials to training students to monitor their production through the teaching of formal rules, noticing the differences, providing constructive feedback, and reflective activities result in the enhancement of speaking skills. The results have pedagogical implications for interpreter training curriculum for the appropriate choice of materials in English prosody teaching to enhance perception and production skills of interpreters. Further research needs to be done to fill the gaps in gender-related studies in interpreting since in the study of gender effects in interpreting cultural aspects of societies play the important role. Therefore, the gender issue and its effect on interpreting depends on which society we are studying and what the cultural norms of that society are about women and men in the use of language. https://trj.uok.ac.ir/article_64513.html Hafiz of Shiraz is one of the most influential and stylistically distinct poets in Persian literature. While he assimilated and refined the artistic achievements of his predecessors, his manner of expression so profoundly reshaped poetic style and taste after him that the understanding of his art is often seen as a dividing line between what came before and what followed. However, stylistic studies of his poetry have typically focused either on his influence on later poets or on readers’ interpretations of his verse. Such approaches have often obscured the intrinsic value of his poetry and led to endless disagreements over the meaning of his concepts and expressions. This treatment of Hafiz’s legacy arises in part from traditional methods of teaching Persian literature. In such pedagogical approaches, emphasis is placed on explaining vocabulary, idioms, allusions, rhetorical devices, and figures of speech, so that students can eventually paraphrase difficult verses into modern prose. This method leaves little room for a holistic understanding of a text or a poem as an integrated work. Even when a teacher sought to present a unified interpretation of a poem or an entire collection, conventionalists resisted and urged a return to the traditional analytical mode. Consequently, generations of students — including ourselves — have continued this method, which has limited Persian literature students to understanding poetry mainly through isolated couplets. Researchers, too, have tended to base their judgments about Hafiz’s worldview or beliefs on individual verses — sometimes going so far as to declare him a believer or a heretic based on a single line, even when that verse may actually refute such a view. This excessive focus on the isolated couplet has led some to claim that Hafiz’s true art lies in crafting stand-alone verses and to interpret his innovation in the ghazal as an intentional fragmentation of the form. Such beliefs in a “disjointed style” have concealed the deeper coherence and integrity of his poetry, disrupting a fuller understanding of his thought. Readers influenced by this linear approach often attempt to find a straightforward, sequential meaning in Hafiz’s ghazals, attributing each image or motif to a fixed belief or historical event. While this simplifies interpretation for commentators, it fails to convey the complexity of Hafiz’s poetic vision and the sense of mission he may have held toward his art. Moreover, this kind of literal reading has led scholars to interpret each word, line, or metaphor as a reflection of a specific moment in Hafiz’s life. Attempts by biographers and modern commentators to reconstruct his life from his poems or to link his expressions to the history and conditions of his time are largely speculative and lack firm evidence. The clearest proof of the unreliability of such interpretations is the degree of disagreement among their proponents — if a verse truly described a definite historical event, it would not allow for so many divergent explanations. In some of Hafiz Shirazi's ghazals, there is talk of travel, but it is not in a narrative form, but rather an ordinary word, but in some ghazals, travel is mentioned in a narrative form. The narrative of travel in this type of ghazal has a purpose other than mentioning the journey and the attendant or issues related to the journey as a personal experience; in other words, in this type of ghazal, the poet does not intend to write a travelogue. However, researchers and commentators of Hafiz's Divan consider the words and issues mentioned in the poem about the journey and its hardships to be related to the poet's personal experience, and based on the expressions and concepts in her poem, they consider Hafiz to be unhappy with the journey. Such historicist and biographical readings treat Hafiz’s poetry as a direct record of his life and times. Yet because his poetry resists this approach, the results of these studies are inconsistent and contradictory. Scholars who focus only on deciphering difficult words and phrases — without considering the unity of the ghazal — interpret every declarative statement as a factual report. In reality, each ghazal conveys a distinct idea or reflection, structured through a design or framework that serves as a vehicle for thought, not necessarily as a literal representation of events. The failure to recognize these structural designs has led interpreters to treat them as factual, using them to construct speculative accounts of Hafiz’s life and milieu. Based on his position and the issues of his era, Hafiz, in each ghazal, has a central idea. This idea and the main message may only appear in one line out of several in the ghazal, while the remaining verses and lines express metaphorical, artistic interpretations of the same idea. These two types of expression— the main idea and the metaphorical expressions— interpret and reveal each other. In initial readings of each ghazal, it seems as though disparate elements are placed together; however, with a closer reading, one can discern that a single concept is repeated in different forms, and this repetition not only contributes to coherence but also represents the intersection between metaphor and narrative. The teaching of Hafiz’s ghazals today is still largely based on traditional commentaries and selections derived from them. Therefore, to illustrate the need for a new pedagogical approach, this study focuses on those ghazals in which “travel” appears as a narrative motif. Most commentators have treated this motif as a literal episode in Hafiz’s life and have interpreted many of his ghazals accordingly — an approach repeated by many university instructors as well. In teaching Hafiz, however, attention should be paid to the poetic essence and structural unity of his ghazals. His poetry should be approached as an organic whole, not through selective interpretation of individual words or references to specific places, deaths, or hardships as literal events. If we cannot grasp the overall design or metaphorical narrative of a ghazal — or the unique cohesion Hafiz creates — we should not invent stories to reconcile contradictions that arise from our linear thinking, nor should we depict the poet in ways that merely serve to justify our own interpretive inconsistencies. Hafiz’s ghazals that narrate journeys as stories or events reveal the integrated nature of his poetry. When he alludes to incidents or digressions within these journey narratives, it is to highlight their metaphorical and allegorical dimension. Therefore, when Hafiz speaks of a journey, it should be understood as a poetic framework for expressing philosophical or critical ideas — not as a factual account of his travels or memories. https://trj.uok.ac.ir/article_64521.html The education system in every country serves as a key pillar of sustainable development, playing a crucial role in training efficient human resources and preparing future generations to face social and economic challenges. In Iran, the Ministry of Education, as one of the most important social institutions, strives to improve learning quality by reforming structures and educational processes to achieve the ideals of the Fundamental Transformation Document of Education. However, teachers, especially novice ones, as the backbone of this system, face numerous challenges that hinder the full realization of educational goals. This research focuses on Urmia to examine the requirements for developing educational skills of novice teachers and provide a comprehensive model to address these challenges. One of the main challenges for novice teachers in Iran is inadequate preparation for managing multicultural and diverse classrooms. Urmia, with its ethnic and linguistic diversity, presents a clear example of this challenge, where teachers must communicate with students from various cultures and languages. This issue becomes more complex when novice teachers lack practical training in modern teaching methods. Empirical background in Iran indicates that existing professional development programs are mainly focused on theoretical training and pay less attention to practical and context-based skills. Rostamzadeh & Gholavand (2024) in a study on elementary teachers in Urmia District 1 showed that the lack of coherent professional development programs based on technology and institutional support is the most important barrier to improving teacher performance in the VUCA world. Bamiri et al. (2024), with an entrepreneurial approach, emphasized the need to strengthen creativity-oriented and technology-oriented skills and pointed out a serious gap in Farhangian University programs. Sadeghi et al. (2023) in their research on novice teachers in Tehran identified three components—individual, organizational, and cultural—as the main barriers to empowerment and showed that the lack of a local model is the primary reason for the inefficiency of existing programs. Mozaffari Bisefa (2024) specifically addressed the role of multicultural skills in the success of elementary teachers in Urmia and emphasized that without attention to local context, any professional development program will be ineffective. Internationally, recent studies also emphasize similar gaps. Osiesi & Blignaut (2025) in South Africa found that traditional teacher training programs do not effectively foster 21st-century digital competencies, and this is exacerbated in multicultural contexts. Skytterstad et al. (2025) in a study in Scandinavian countries showed that focusing solely on novice teachers' deficiencies instead of growth opportunities weakens their professional identity and increases attrition rates. Huang et al. (2025) in their meta-analysis of 98 studies in the post-COVID era confirmed that technology-oriented professional development programs are successful only when accompanied by strong organizational support and peer learning networks. Although numerous studies have been conducted on professional development and enhancing educational skills of novice teachers, particularly emphasizing the role of technology, organizational support, and individual-cultural barriers, there is still a lack of a comprehensive and local model; a model that can simultaneously integrate requirements, multi-layered systemic, cultural, and individual barriers, as well as practical executable solutions in a specific local and multicultural context like Urmia, drawing from the perspectives of university faculty as the primary mentors of novice teachers. This gap is important because without such an integrated local model, professional development programs take on a general, non-regional, and low-impact nature, resulting in the persistence of educational inequality in border and multi-ethnic areas. Therefore, the aim of the present research is to address this gap by designing a pyramidal and dynamic model based on three-stage thematic analysis of the views of Farhangian University faculty in West Azerbaijan. This study, by presenting the first localized model to explain the requirements for developing educational skills of novice teachers in Urmia, where barriers are at the base, essential components in the middle, and practical solutions at the apex, provides a practical framework for local policy-making and reducing burnout and intention to leave among novice teachers. Filling this theoretical and executive gap is important as it enables real localization of professional development programs, increases the effectiveness of investments in Farhangian University, and enhances education quality in multicultural and underprivileged regions of the country. Methods:The present research is applied in purpose and qualitative in data collection, using thematic analysis based on Braun and Clarke's (2006) approach. The research field consists of all faculty members of Farhangian University in West Azerbaijan Province during the academic year 2024-2025. Purposive theoretical sampling was used. Data collection tool was semi-structured interviews. In this study, semi-structured interviews were conducted with 10 individuals, where repetition in information was observed from the eighth interview (theoretical saturation), but for assurance, interviews continued up to 10 experts. Interviews were conducted in person in a calm and suitable environment so that participants could comfortably discuss their experiences, attitudes, and views on the topic. Each interview lasted between 20 to 40 minutes and, with participants' consent, was audio-recorded for accurate transcription and analysis. Before starting the interview, the research objective and data usage were explained to participants, and their informed verbal consent was obtained. Data analysis was performed using the standard method. Data were analyzed using a three-stage process of basic themes, organizing themes, and overarching themes with MAXQDA18 software. To ensure the accuracy and reliability of the findings, criteria for validity and trustworthiness were applied. For validity, which indicates precision and acceptability of results, all interview stages were conducted by the primary researcher, and by using participant feedback method, summaries of analyses were provided to two interviewees, and their confirmation regarding the alignment of results with their experiences was obtained. On the other hand, for trustworthiness, which underlies the stability and replicability of the research process, external review was utilized, during which data coding was performed by an independent researcher, and the significant alignment between their codes and the primary researcher's codes attests to the objectivity and coherence of the analytical method in the present study. Results: The findings revealed that the requirements for developing novice teachers’ educational skills in Urmia encompass three overarching themes: robust educational foundations (technological knowledge, innovative teaching methods, metacognitive abilities), a professional growth environment (institutional support, collaborative learning culture), and forward-looking teacher identity (adaptability, professional commitment). The barriers to skill development include three overarching themes: systemic and institutional barriers (curriculum rigidity, lack of managerial support), cultural and attitudinal barriers (traditional mindsets, digital literacy deficits), and individual barriers (fear of change, lack of metacognitive skills). Finally, the proposed solutions comprise three overarching themes: future-oriented workshops (creative training, experiential learning), collective intelligence networks (peer collaboration, external partnerships), and empowering inner energies (intrinsic motivation, stress management). https://trj.uok.ac.ir/article_64522.html This study aimed to investigate the consequences of Grit in the dissertation writing process from the perspective of the lived experiences of doctoral students at Shiraz University. The qualitative research approach and the method used were Husserlian descriptive phenomenology.The participants in this study were 12 doctoral students from Shiraz University in three academic departments: humanities, engineering, and basic sciences. They were selected using a purposive sampling approach and theoretical sampling method. These students had completed theoretical courses and were in the process of writing their dissertations. The data collection method for this study was a semi-structured interview.. To assess the initial validity of the data, the criteria of acceptability, validity, and reliability of qualitative data were used. After coding the data, the content analysis method was used to form a network of themes of the doctoral students' experiences in relation to the consequences of Grit in the dissertation writing process. The analysis of the research data in the first step led to the discovery of basic themes as the consequences of doctoral students' persistence in the dissertation writing process. In the next step, these themes were categorized into four main organizing themes: 1- Academic success (timely and successful completion of the thesis, high quality of the thesis, publication of articles) 2- Personal and professional growth and improvement (learning skills, increasing flexibility, better time management, strengthening resilience, increasing self-efficacy and confidence, strengthening self-worth and self-esteem, strengthening growth mindset, independence, gaining respect and credibility, professional networking, better job opportunities, becoming a role model) 3- Psychological well-being (reducing stress, anxiety, depression, frustration, fatigue and burnout, anger, increasing satisfaction with life and learning, experiencing positive emotions (happiness, pride), restful sleep, achieving peace) 4- Positive behavioral consequences (reducing procrastination, reducing self-handicapping, reducing academic dishonesty, ). Finally, a comprehensive framework of these experiences was drawn in the form of a network of themes of the consequences of Grit. The innovation of this research is in focusing on the lived experience of doctoral students and drawing a comprehensive network of multidimensional consequences of Grit in dissertation writing, which had previously received less attention in similar studies. The conclusion of the research shows that Grit, as a transformative process, not only enables the achievement of academic goals, but also lays the groundwork for the training of independent and effective researchers by strengthening personal and professional capabilities and also promoting psychological well-being. Based on the findings, it is suggested that universities should provide the basis for strengthening Grit in graduate students by designing educational, counseling, and support programs, and that supervisors should adopt more effective strategies for guiding students by better understanding this construct.In the final conclusion of this phenomenological study, it can be emphasized that persistence in the process of writing a doctoral thesis is not a single-dimensional strategy, but a multi-dimensional transformation in the student's being. This study, by going beyond purely quantitative perspectives and relying on authentic narratives and lived experiences of students, showed that persistence is not limited to "completing a task", but rather acts as a holistic mechanism that simultaneously and intertwines academic success, personal-professional growth, psychological well-being, and constructive behaviors. Achieving tangible successes such as completing a thesis and publishing an article is only the visible part of the process. What lies beneath is the process of qualitative transformation of the student into a self-confident and resilient researcher: someone who overcomes challenges by strengthening a growth mindset; who masters his or her life by managing time; And by gaining self-efficacy, they build their professional future with confidence. This risky journey ultimately ends not with burnout, but with profound psychological well-being, a sense of pride and satisfaction in learning, and a sense of peace and dignity. As a result, it can be argued that promoting and supporting persistence is a strategic investment in higher education. This will not only increase thesis completion rates, but will also foster a generation of graduates who are prepared not as holders of a degree but as active knowledge creators, resilient citizens of society, and influential role models, equipped with a baggage of skills, mental health, and self-confidence to manage and enrich the complexities of the real world.Therefore, persistence is not a lasting legacy of the PhD; rather, it is a launching pad for a productive life and an effective career path. Also, according to the findings of this study, persistence in the process of writing a doctoral thesis is a multifaceted transformation that brings valuable consequences for various stakeholders. For doctoral students, this study provides a concrete roadmap that shows that persistence and continuous effort not only lead to successful completion of the thesis, but also transform them into resilient and independent researchers. For supervisors, the findings indicate that their role goes beyond academic guidance and can act as facilitators of persistence by creating a supportive environment and fostering a growth mindset. For university administrators, this study also shows the need to design educational-supportive programs and review regulations to create an ecosystem that supports persistence, thereby increasing both the rate of timely completion of education and the quality of scientific production. Therefore, promoting persistence is a strategic investment whose legacy will be to nurture the next generation of influential researchers. Finally, it is suggested that future research design, implement, and measure the effectiveness of intervention programs based on enhancing persistence. These programs could be designed based on the components identified in this study (such as time management, resilience, and growth mindset) and their practical impact on reducing the duration of study, improving the quality of scientific production, and promoting the psychological well-being of doctoral students could be experimentally investigated.The conscious choice of the phenomenological method, as the most appropriate path to discover and understand the essence of this experience, provides the possibility of penetrating the hidden layers of meaning. This research seeks to achieve a rich and authentic understanding of the consequences of this path, whether in the scientific, personal, professional, or behavioral dimensions, by focusing on the lived experience of persistent doctoral students who have followed the tortuous path of dissertation writing with exemplary perseverance. The discovery of these experiences is not only a step towards enriching the literature in the field of higher education, but can also provide a basis for designing operational programs, support strategies, and meaningful interventions to strengthen the research spirit and reduce the dropout rate at the doctoral level. Keywords: Grit, PhD students, dissertation writing, phenomenology, consequences https://trj.uok.ac.ir/article_64536.html In recent years, teaching methods in English Language Teaching have shifted from teacher-centered to learner-centered approach where learner independence being the main focus of effective teaching practice. Self-regulated learning, as defined by Holec (1981), is fostering the learner's responsibility, self-management, and decision making over their own learning. The concept of learner autonomy (LA), or the capacity of students to progressively manage their own learning processes, has been a fundamental construct of education for decades. Autonomy features prominently in modern educational frameworks due to the shift from traditional and teacher-centered styles to more sophisticated and student-focused approaches (Teng, 2021; Little, 2020). The new approach is important, but many teachers struggle to implement autonomy-supportive teaching because of traditions, curriculum, and lack of professional development training. Teacher training workshops, for example, do not have a long-term impact. Mentoring, on the other hand, has been shown to be a more effective approach for professional development because it provides teachers with individualized focus, reflective practice, and application of theory to practice. While there is global evidence support for these practices, there is very little evidence in the context of EFL in Iran where professional development is mostly workshop-based. This study examined the impact of mentoring on the perceptions and practice of Iranian EFL teachers regarding learner autonomy and on their classroom practices. From a language institute, 40 teachers were selected through purposeful sampling and were assigned to two groups: an experimental one of 20 teachers who were mentored, and a control one of 20 teachers who were not mentored. They were selected on the basis of lesson planning, presentation and the degree of lesson objectives accomplished as assessed by the head teachers. Members of the experimental group attended mentoring on four separate occasions for 30 minutes within a 30-day period, post lesson observations, focusing on the concept of autonomy, strategy effectiveness, and classroom applications. The control group continued their lessons the way they usually did. The researchers administered the Borg and Al-Busaidi’s (2012) Learner Autonomy Questionnaire, a validated classroom observation checklist, and semi-structured interviews with 10 teachers from the experimental group to collect the data of this study. Quantitative records were scrutinized using mixed ANOVA, and ideographic thematic coding was employed for the interview transcripts. The outcome showed that the mentored teachers had improved considerably in several areas. Their mean perception scores increased from 111.55 111.55 to 148.40 148.40 while the control group observed no changes at all. Also, the classroom practice scores in the experimental group improved from 64.85 to 87.30, while the control group scores did not change. The ANOVA results indicated large, predominant main effects of time as well as important interaction effects, with very large effect sizes for both perceptions (η² = .97) and classroom practices (η² = .91- .92). These results indicate that the growth in the teacher’s beliefs and behaviors were large and quantifiable. This was possible due to the mentorship provided. More detailed insight came from the interview data. In the pre-mentoring phase, teachers described the concept of autonomy as rather vague, likening it to independent reading or doing homework without assistance. The importance of autonomy was equally shallow, and the strategies they proposed devolved to assigning extra work or minimal encouraging notetaking. In the post-mentoring phase, these views became richer and more elaborate. Responsibilities, goals, learner choice, and self-monitoring became cornerstones of how teachers described the new concept of autonomy. They became aware of its importance for promoting long-term learning, intrinsic motivation, and critical thinking. They also reported using a wider range of strategies: reflective journals, self-assessment, learner goal setting, and projects that extended beyond the classroom walls. Challenges also went redefined: while pre-mentoring accounts put the blame of passivity and lack of motivation on the students, in post-mentoring accounts the large and heavy structured curriculum coupled with large classes was seen as a powerful barrier, along with gradual responsibility transfer, differentiated instruction, and classroom management as solutions. Teachers started to position themselves as active agents capable of designing micro-moments of autonomy even within exam-oriented systems. With all of the quantitative and qualitative data and outcomes in mind, the mentoring improved teachers’ grasp of the idea of nurturing autonomy and empowered them to put it into practice in their classrooms. The integration of dialogue, feedback, and application of the ideas in teaching practice constructed the gap between the theory and the reality, allowing teachers to transform the values and apply new models. The changes that were seen in the teachers aligned with the theory of experiential learning because of the components of reflection and action, and with sociocultural frameworks that regard autonomy as first externally socialized and later internalized. Above all, mentoring gave teachers the idea to shift their focus to the problem and analyze it critically and solve it creatively. The findings from the research highlight the fact that even a short, structured mentoring program can result in remarkable changes on the cognitive and behavioral level of EFL teachers. It strongly supports the idea that mentoring, especially in Iran where the integration of autonomy into the culture of the classroom has not fully taken place, can serve as a substitute or addition to regular teacher training courses. Although the research is limited by the small sample size and focuses on a single institution, the size of the effects suggests that mentoring should have a more prominent role in policy regarding teacher development. Further research should investigate how mentoring influences teachers and the learners and examine the impact of mentoring over a longer period of time. The findings reflect that mentoring transformed views and practices of EFL teachers in Iran with regards to learner autonomy. It allowed teachers to shift from abstract endorsement of learner autonomy to practical and deep-seated classroom applications as a result of integrating reflective dialogue, situated feedback, and contextually, appropriate strategies. These findings add to the growing body of literature that privileges mentoring as a key mechanism for professional advancement within the field of ELT and draws attention to the need to carve out their potential for fostering learners able to continue their language growth autonomy beyond classroom walls. https://trj.uok.ac.ir/article_64589.html The teaching of literature and art in school curricula plays a decisive role in shaping students’ aesthetic sensibilities, cultural awareness, and creative imagination. In the Iranian educational system, Persian language and literature textbooks are not merely designed to improve linguistic competence; they also function as carriers of cultural heritage, ethical norms, and artistic appreciation. Among these, the 10th-grade Persian textbook occupies a special place because it introduces students to more advanced forms of literary and artistic expression at a critical stage in their intellectual development. This study aims to analyze the scope, dimensions, and approaches of the aesthetic and artistic sphere within the 10th-grade Persian textbook, using as its guiding framework the “Fundamental Transformation Document of Education,” which serves as a strategic policy blueprint for educational reform in Iran. The Fundamental Transformation Document (FTD) emphasizes the nurturing of balanced, creative, and spiritually enriched learners. It underscores the necessity of developing aesthetic sensibilities and artistic creativity alongside moral, intellectual, and social capacities. Within this framework, the aesthetic and artistic sphere is not treated as a secondary or decorative element; rather, it is envisioned as a vital dimension of human development. Accordingly, the present analysis investigates the extent to which the content, structure, and pedagogical design of the 10th-grade Persian textbook align with the FTD’s vision. It explores how literary and artistic elements are incorporated, what methodologies are used to foster aesthetic appreciation, and how effectively the book prepares students for both cultural continuity and innovative expression. The analysis proceeds on three interrelated levels. First, the scope of aesthetic representation is examined by identifying the range of literary genres, artistic forms, and cultural references presented in the textbook. This includes poetry, prose, visual imagery, and intertextual references that together create a cultural and artistic mosaic. Second, the dimensions of aesthetic engagement are studied, with attention to how the textbook appeals to students’ cognitive, emotional, and imaginative faculties. For instance, the degree to which the text invites critical interpretation, emotional resonance, and imaginative projection is carefully assessed. Third, the approaches to teaching and learning are analyzed, with a focus on pedagogical strategies, classroom activities, and evaluative exercises that aim to cultivate artistic sensitivity and aesthetic judgment. The findings reveal a multifaceted but sometimes uneven integration of aesthetic and artistic elements. On the one hand, the textbook successfully exposes students to canonical works of Persian literature—such as selections from classical poets including Hafez, Saadi, and Ferdowsi—thereby fostering a sense of cultural identity and continuity. On the other hand, it also incorporates modern voices, contemporary prose, and cross-cultural references, reflecting the dynamic and evolving nature of Persian literature. This balance between tradition and modernity enhances the scope of aesthetic experience offered to learners. However, the selection sometimes privileges canonical works at the expense of diverse perspectives, such as women writers, regional literatures, or non-traditional artistic expressions. In terms of dimensions, the textbook is designed to stimulate cognitive engagement by providing explanatory notes, contextual background, and analytical questions. These encourage students to interpret texts critically and appreciate stylistic features. At the emotional level, many of the selected poems and narratives are rich in imagery, metaphor, and moral reflection, enabling students to experience empathy, moral contemplation, and aesthetic pleasure. At the imaginative level, however, the material sometimes remains limited to interpretation rather than creative production. While the FTD envisions students as active creators of beauty and meaning, the textbook often positions them primarily as recipients and interpreters of pre-selected works, leaving less room for activities that nurture original artistic creation. With regard to pedagogical approaches, the book employs a combination of reading comprehension exercises, discussion questions, and writing tasks. These approaches are useful for reinforcing analytical skills and ensuring comprehension of content. Nevertheless, the methods remain largely text-centered and teacher-directed, which may restrict opportunities for dialogical learning and creative exploration. The FTD calls for learner-centered approaches that engage multiple intelligences, foster cooperative learning, and encourage creative expression through varied media, including art, drama, and digital platforms. In this respect, the textbook falls short of fully realizing the transformative vision of the FTD. The research highlights both strengths and limitations. Among the strengths are the textbook’s systematic integration of classical and modern literature, its attention to moral and cultural themes, and its provision of analytical tools for literary study. These contribute to a solid foundation in literary appreciation and cultural literacy. Among the limitations are the relative underrepresentation of marginalized voices, the insufficient encouragement of student creativity, and the predominantly didactic pedagogy. Addressing these gaps would allow the textbook to better embody the holistic, aesthetic vision of the FTD. The implications of this study extend beyond the evaluation of a single textbook. They speak to broader questions of how education can balance the transmission of cultural heritage with the cultivation of creativity and critical thinking. In a rapidly globalizing world, students need both a strong grounding in their cultural traditions and the imaginative skills to navigate and contribute to contemporary cultural production. Literature and art education should therefore be understood not only as vehicles of cultural reproduction but also as engines of cultural innovation. In conclusion, this study underscores the importance of aligning the content and pedagogy of Persian language and literature education with the holistic vision articulated in the Fundamental Transformation Document. The aesthetic and artistic sphere, as envisioned in the FTD, demands an educational experience that cultivates sensitivity to beauty, capacity for creativity, and engagement with cultural diversity. The 10th-grade Persian textbook makes commendable efforts in this direction but requires further development to fully actualize the transformative potential of aesthetic education. By broadening its scope to include diverse voices, deepening its dimensions of emotional and imaginative engagement, and adopting more innovative pedagogical approaches, the textbook could better fulfill its role in nurturing aesthetically aware, culturally grounded, and creatively empowered learners. Ultimately, this analysis contributes to ongoing debates about the role of literature and art in education, offering insights into how textbooks can serve as both mirrors of cultural heritage and windows to creative possibility. It highlights the need for continuous reflection, revision, and innovation in curriculum design, ensuring that the teaching of literature and art remains vibrant, inclusive, and transformative for future generations https://trj.uok.ac.ir/article_64520.html Introduction: A central challenge in the teaching and learning of geometry in secondary school is ‎supporting students’ transition from practical geometry to theoretical geometry (Mariotti, 2007). In ‎practical geometry, the validity of a proposition is often inferred from visual or experiential cues. ‎In contrast, theoretical geometry requires students to rely on logical connections among accepted ‎propositions, definitions, and theorems (Balacheff, 2010). One of the earliest points at which this ‎transition becomes visible in the geometry curriculum is triangle congruence proofs, when students ‎are expected to construct formal geometric proofs using precise language, explicit premises, and ‎recognized criteria (Wang et al., 2018).‎The purpose of this study was to investigate the learning obstacles (Brousseau, 2002) that ‎eighth grade students encounter when constructing triangle congruence proofs. While prior research ‎has documented common errors (Wang et al., 2018), misconceptions (Cirillo & Hummer, 2019), ‎and the competencies of high attaining students (Cirillo & Hummer, 2021), these studies have not ‎examined how such difficulties emerge dynamically within the social context of classroom and ‎during learning.‎Theoretical Framework: In Brousseau’s (2002) theory of didactical situations, an obstacle is a ‎conception that is valid and efficient within a familiar context but becomes a source of error when ‎applied outside that context. Obstacles are thus rooted in prior successful experiences and are ‎resistant to change precisely because they have been productive in the past. This framework allows ‎us to interpret students’ difficulties not as deficits but as natural consequences of their existing ‎knowledge structures.‎Method: To gain an initial understanding of students’ conceptions of congruence and proof, the ‎authors conducted exploratory interviews with 13 eighth garde students. Drawing on insights from ‎these interviews, the first author and three collaborating teachers designed a sequence of lessons for ‎teaching triangle congruence proofs in eighth grade in four one-hour sessions. These lessons began ‎with a “Triangle Congruence Story,” a scaffold intended to support students’ early reasoning and ‎gradually fade as students developed more formal proof practices.‎The lessons were implemented in three eighth grade classrooms. Data consisted of audio and video ‎recordings from 12 classroom sessions, all of which were transcribed for analysis. Students’ proofs ‎and the classroom discussions surrounding them were examined to identify errors, misconceptions, ‎and reasoning patterns. These were coded using descriptors aligned with Brousseau’s notion of ‎obstacle. ‎Findings: Three broad categories of learning challenges emerged: 1) Challenges related to symbolic ‎representations, 2) Challenges related to identifying the premises of the proof, and 3) Challenges ‎related to selecting and using triangle congruence criteria.‎Challenges Related to Symbolic Representations:‎At the outset, students struggled with the conventions of geometric notation. Two recurring issues ‎were observed:‎• Confusing segment and angle notation, such as writing “A = C” instead of “AC = …,” ‎which obscured the intended meaning.‎• Misusing Farsi derived abbreviations for congruence criteria, particularly mixing symbols ‎that resembled one another.‎Challenges Related to Identifying Premises:‎Seven challenges emerged in students’ attempts to identify and articulate the premises needed for a ‎proof. These challenges reflect a developmental progression from perceptual reasoning toward ‎theoretical justification:‎• Perceptual claims: asserting equality based solely on appearance (“they look equal”). ‎• Perceptual justifications: explaining claims through visual impressions (“as much as that ‎went up…”). ‎• Ritualistic reasoning: invoking geometric terms without conceptual grounding (“because it’s ‎a hypotenuse”). ‎• Inadequate arguments: misapplying general statements (“opposite sides are equal”). ‎• Ignoring conceptual objects: overlooking key givens or relationships stated in the problem. ‎• Conceptual confusions: mixing up median, altitude, and angle bisector. ‎• Misidentifying triangle elements: selecting equal parts that do not belong to the target ‎triangles.‎These challenges illustrate the tension between students’ prior perceptual practices and the ‎epistemic demands of formal proof. They also reveal how students gradually shift from intuitive ‎reasoning to more structured and conceptually grounded argumentation.‎Challenges Related to Selecting and Using Congruence CriteriaStudents also encountered obstacles in applying triangle congruence criteria appropriately:‎• Treating AAA as a valid congruence criterion, despite its insufficiency. ‎• Using SAS or ASA without verifying betweenness, leading to incorrect applications. ‎• Assuming that right triangles always require HA or HS, overlooking the applicability of SAS ‎and ASA. ‎• Applying HA without distinguishing between an acute angle and the right angle, resulting in ‎invalid conclusions.‎These obstacles reflect students’ attempts to generalize from familiar patterns without yet ‎appreciating the structural constraints of each criterion.‎Discussion and Conclusion: The findings indicate that challenges related to applying congruence ‎criteria were less varied but more complex than those related to identifying premises. This suggests ‎that the heart of students’ struggle lies not merely in recalling or selecting the correct criterion but in ‎constructing a coherent chain of reasoning grounded in appropriate premises.‎A learning trajectory informed by these findings would begin by acknowledging students’ initial ‎reliance on perceptual claims. As students recognize the limitations of such claims, they naturally ‎shift toward perceptual justifications. When these also prove insufficient, students begin to invoke ‎theoretical terms—initially in ritualistic ways, and later with increasing conceptual depth. Along this ‎trajectory, students learn to attend to the conceptual objects embedded in the problem statement, ‎though superficial understanding may still lead to errors. Finally, as diagrams become more ‎complex, students must learn to distinguish between relevant and irrelevant equalities.‎In learning to apply congruence criteria, students overcame obstacles sequentially. They first ‎confronted the misconception that AAA guarantees congruence, a belief dispelled through ‎counterexamples. They then learned to attend to betweenness in SAS and ASA, recognizing its ‎importance through tasks where neglecting it led to incorrect proofs. Students next broadened their ‎understanding of right triangle proofs, realizing that HA and HS are not the only applicable criteria. ‎The final obstacle involved refining their use of HA by distinguishing between acute and right ‎angles.‎Overall, this study highlights how students’ prior knowledge can become an obstacle in the domain ‎of geometric proof. By identifying these obstacles and understanding their epistemic roots, ‎educators can design instructional trajectories that better support students’ transition from ‎perceptual to theoretical geometry, ultimately strengthening their capacity to construct valid and ‎meaningful geometric proofs.‎ https://trj.uok.ac.ir/article_64581.html Dyslexia, recognized as the most prevalent specific learning disability, is defined by persistent challenges in reading accuracy, fluency, spelling, and word decoding, despite normal intelligence, intact sensory abilities, and sufficient educational opportunities (Shaywitz & Shaywitz, 2020; Snowling & Hulme, 2025). This neurobiological disorder involves distinct brain processing patterns; neuroimaging research consistently demonstrates structural and functional differences, particularly in left-hemisphere language areas such as the temporal and parietal regions (Ozernov-Palchik & Gaab, 2016; Mather & Wendling, 2024). Genetic contributions are substantial, with studies identifying chromosomal anomalies and over 330 differentially expressed genes associated with neuronal migration and synaptic transmission (Erbeli et al., 2022; Scandura et al., 2025; Chapman et al., 2025). While environmental factors, including instructional quality and early oral language exposure, can modulate symptom severity, they do not constitute the primary etiology (Hettiarachchi, 2021; Snowling & Hulme, 2025). Contemporary models frame dyslexia as a multifactorial condition resulting from intricate gene-environment interactions, cognitive heterogeneity, and potential comorbidities involving working memory, rapid naming, and motor coordination (Werth, 2024; Vlachos & Chalmpe, 2025).Global prevalence estimates for dyslexia in school-aged children range from 5% to 17%, with a meta-analysis indicating approximately 6% in Iran (Yin et al., 2020; Solheim et al., 2024; Sakhai et al., 2025). The disorder extends beyond core academic deficits in phonological awareness, rapid automatized naming, decoding, reading fluency, and comprehension (Hulme & Snowling, 2016; Abdollahzadeh Rafi & Rahimzadeh, 2021). It frequently co-occurs with profound socio-emotional challenges, including elevated anxiety, depression, behavioral difficulties, diminished resilience, and lower self-esteem, with reviews suggesting that around 70% of students with learning disabilities experience greater anxiety than peers (Feng et al., 2024; Vieira et al., 2024; Beaudoin et al., 2024).Intervention research highlights the efficacy of evidence-based approaches, such as structured literacy programs emphasizing systematic phonics instruction (Galuschka et al., 2020; Chandler et al., 2025). In contrast, popular but unsubstantiated methods—including sensory integration therapies, colored overlays/lenses, vision therapy, and pharmacological treatments—lack empirical support and may exacerbate frustration while consuming valuable resources (Handler & Fierson, 2011; Wadlington & Wadlington, 2005; Soriano-Ferrer et al., 2016).Elementary school teachers are pivotal in the early detection process, often being the first professionals to notice reading struggles in classroom settings and facilitate timely referrals (Sanfilippo et al., 2020). Nevertheless, persistent misconceptions among educators—such as viewing dyslexia as limited to English speakers, attributable to visual deficits or letter reversals, indicative of low intelligence, fully curable over time, non-heritable, non-chronic, responsive to medication or eye-tracking exercises, or rendering accommodations (e.g., extended time or reduced spelling demands) unfair—can delay identification, promote ineffective teaching strategies, and contribute to emotional harm for affected students (Mather et al., 2020; Mather & Wendling, 2024; Makgato et al., 2022). International surveys reveal considerable variation in teacher knowledge: generally lower in contexts like China (Yin et al., 2020) and higher in Norway (Solheim et al., 2024), with a recurring trend of stronger grasp on observable behavioral symptoms versus weaker comprehension of etiological and neurobiological foundations.In the Iranian context, an earlier investigation documented suboptimal teacher awareness regarding learning disabilities overall (Abdi et al., 2010). Structural shifts in teacher recruitment—including hiring from unrelated disciplines and constrained specialized training in programs like those at Farhangian University—necessitated a contemporary reassessment. This descriptive cross-sectional study thus aimed to evaluate dyslexia knowledge among Iranian elementary teachers and explore demographic influences. A sample of 152 elementary teachers was recruited from five provinces (Hamadan, Arak, Razavi Khorasan, Kermanshah, and Khuzestan) using convenience and snowball sampling methods. These non-probabilistic techniques were selected due to logistical challenges, including geographic dispersion and the lack of a centralized national teacher database; however, they inherently limit the generalizability of findings to broader populations.The primary instrument was the Dyslexia Awareness Questionnaire developed by Yin et al. (2020), comprising 29 true/false/"don't know" items organized into three subscales: General Information (14 items assessing etiology, epidemiology, and consequences), Symptoms/Identification (7 items focusing on clinical signs and diagnostic indicators), and Treatment/Intervention (8 items evaluating evidence-based practices). The Persian adaptation involved forward-backward translation procedures, followed by expert review for face and content validity. Reliability in the current sample was robust, with Cronbach's alpha of 0.85 for the total scale and subscale values ranging from 0.72 to 0.75. Data collection occurred online over a one-month period, ensuring anonymity and voluntary participation. Statistical analyses employed SPSS-27, including independent t-tests and one-way ANOVA to examine demographic effects.Results indicated a mean total knowledge score of 19.37 out of 29 (equivalent to 66.8% correct responses). Subscale performance varied markedly: highest on Symptoms/Identification (78.6% correct), moderate on Treatment/Intervention (69.8%), and lowest on General Information (59.2%). Notable strengths encompassed universal recognition that dyslexia is not exclusive to English (100% correct), strong endorsement of structured, sequential instruction (94.1%), and high accuracy in identifying core symptoms such as decoding difficulties (88.2%), spelling issues (86.2%), fluency problems (80.9%), and phonological awareness deficits (82.9%). Conversely, pronounced gaps emerged in foundational knowledge: only 5.9% correctly identified dyslexia as non-outgrowable, 22.4% acknowledged heritability, 29.6% recognized associated brain differences, 27% understood medication ineffectiveness, and 19.1% rejected eye-tracking exercises. Additional misconceptions included the gender myth (54.6% incorrectly believing higher prevalence in boys) and perceptions of accommodations as unfair (only 13.8% viewing them as equitable). Demographic analyses revealed a small but significant gender advantage for females (p=0.036), with no meaningful differences attributable to educational degree or recruitment pathway.These findings resonate with established international patterns. Overall knowledge exceeded levels reported among Chinese teachers (53.9%; Yin et al., 2020) yet fell short of those in Norway and Lebanon (Solheim et al., 2024; Farran et al., 2023). Strengths in practical symptom recognition parallel observations by Alexiou et al. (2014) and Laguillo-Rebolledo et al. (2023), while deficits in etiology and chronicity mirror Yin et al. (2020). Misconceptions regarding ineffective interventions align with Farran et al. (2023), Ramli et al. (2019), and Clemens & Vaughn (2023); negative attitudes toward accommodations echo Papadopoulou (2015); and the modest gender effect is consistent with Thakuri & Subedi (2024).Within the boundaries of this study's sample and methodology, participating Iranian elementary teachers exhibited moderate dyslexia knowledge, characterized by reliable practical insights but compromised by substantial gaps in scientific foundations, evidence-based intervention awareness, and supportive attitudes—factors that could impede early identification and inclusive practices. Practical recommendations encompass integrating dedicated dyslexia modules into pre-service teacher education curricula and delivering targeted in-service professional development to address myths and enhance supportive dispositions. The chief methodological limitation lies in the non-probabilistic sampling approach, which constrains broader generalizations; subsequent investigations should prioritize random sampling strategies, longitudinal designs to evaluate training efficacy, and explorations of urban-rural or experiential influences. https://trj.uok.ac.ir/article_64697.html IntroductionEducation is universally recognized as the cornerstone of sustainable development and societal progress, playing a pivotal role in shaping a nation's future by cultivating its human capital. Teachers are the central agents in this complex system, and their effectiveness is profoundly influenced by their professional well-being, specifically their quality of work life (QWL) and job satisfaction (Khabiri, 2021). QWL encompasses a holistic range of factors including fair compensation, safe working conditions, opportunities for growth, and a supportive social environment, all of which significantly impact an employee's overall attitude and health (Aruldoss, Kowalski & Parayitam, 2021; Sajjadi, 2024). Concurrently, job satisfaction—a positive emotional state stemming from one's job appraisal—is a multidimensional concept critically linked to reduced turnover, increased organizational commitment, and enhanced performance (Spector, 2022; Katebi et al., 2022).To foster these outcomes, motivational incentives are essential. These are categorized into financial incentives, such as salaries and bonuses, and non-financial, spiritual incentives, which include recognition, professional development, and a positive work climate (Manjenje & Muhanga, 2021). Research confirms that financial incentives effectively boost motivation and engagement (Piri, Rahdar & Zademir, 2024), while non-financial incentives strengthen organizational commitment and QWL by fostering a sense of value and meaningful work (Parsai & Turkiantabar, 2022). A synergistic combination of both types of incentives is reported to have the most substantial impact on teacher performance (Hassanzadeh, 2021). Despite this understanding, there is a notable scarcity of comprehensive studies that simultaneously examine the combined role of material and spiritual incentives in enhancing both QWL and job satisfaction among teachers in Tehran. Addressing this gap is urgent, as inadequate QWL indicators, such as high workload and insufficient pay, threaten the educational system's human capital and, consequently, the quality of education for future generations (Tabesh, Amiri & Mozaffari, 2022). This study is therefore designed to investigate the role of these dual-faceted incentives in enhancing the professional well-being of teachers in Tehran.MethodThis descriptive regression study examined the relationship between motivational incentives, quality of work life, and job satisfaction among elementary school teachers in Tehran's District 16 during the 2023-2024 academic year. The sample was selected using convenience sampling. Based on Plont's formula (Tabachnick & Fidell, 2007; Hashemi & Khanzadi, 2013), 200 teachers were initially recruited. After excluding 13 participants due to incomplete questionnaires, the final sample consisted of 187 teachers (75 male, 112 female). Inclusion criteria were written informed consent, age over 25, minimum 5 years of teaching experience, and no psychological or pharmacological treatment for at least one year prior to the study.Following coordination with the Department of Education, researchers visited twenty schools, explained the study's purpose to administrators, and obtained informed consent from eligible participants. Data were collected using the Quality of Work Life Scale (QWLS), Minnesota Satisfaction Questionnaire (MSS), and Motivational Incentives Scale (MIS). The collected data were analyzed using SPSS-26, employing both descriptive and inferential statistics, including regression analysis, to investigate the relationships between the variables.FindingsDemographic results indicated that 40.1% (n=75) of participants were male and 59.9% (n=112) female. Regarding education, 72.1% (n=135) held an associate or bachelor's degree, while 27.8% (n=52) possessed a master's degree or higher. Age distribution showed 52.9% (n=99) were under 30, 27.3% (n=51) were between 30-40, and 19.8% (n=37) were over 40.Preliminary analyses confirmed all assumptions for regression analysis. The skewness and kurtosis values for all variables fell within the acceptable range of ±2, indicating normal distribution. The Durbin-Watson statistic of 2.01 suggested independence of errors. Multicollinearity assessments showed tolerance values were not close to zero and all Variance Inflation Factor (VIF) values were below 5 (max=1.08), confirming the absence of multicollinearity. Levene's test results (p>0.05) supported homogeneity of variances.Regression analysis revealed that motivational incentives significantly predicted quality of work life (QWL). The model explained 48% of the variance in QWL (R²=0.48). Bootstrapping analysis (p<0.01) confirmed the significance of this relationship. Both material (β=0.67) and spiritual (β=0.50) incentives were positive predictors of QWL.Similarly, for job satisfaction, the regression model accounted for 57% of the variance (R²=0.57). The bootstrapping test (p<0.01) verified the model's significance. Both material (β=0.75) and spiritual (β=0.61) incentives emerged as significant positive predictors of job satisfaction, with material incentives showing a relatively stronger effect.Discussion and ConclusionThis study aimed to investigate the role of motivational incentives (material and spiritual) on the quality of work life and job satisfaction of teachers in Tehran. The findings demonstrated that both material and spiritual incentives significantly predict both quality of work life (QWL) and job satisfaction, confirming previous research (e.g., Moradi, 2023; Parsai & Turkiantabar, 2022).These results can be effectively interpreted through established theoretical frameworks. Maslow's (1943) hierarchy of needs explains how material incentives, such as adequate salary and job security, fulfill lower-level physiological and safety needs, which is a prerequisite for higher-level well-being in the current economic climate (Xiaoqian & Sermsri, 2025). Conversely, spiritual incentives, like recognition and participation in decision-making, address higher-level needs for esteem and self-actualization. Herzberg's (1964) Two-Factor Theory further elucidates this, positioning material incentives as hygiene factors that prevent dissatisfaction and spiritual incentives as true motivators that engender satisfaction. Furthermore, Blau's (2017) social exchange theory provides a mechanism: when the organization provides fair incentives, teachers reciprocate with higher commitment and satisfaction (Cheng & Chi, 2024).The combined effect of these incentives fosters perceived organizational justice—both distributive (material) and interactional (spiritual)—which enhances professional engagement and counters burnout (Skaalvik & Skaalvik, 2023). Material incentives reduce financial stress, allowing teachers to focus on their work, while spiritual incentives satisfy intrinsic psychological needs for competence and autonomy (Deci & Ryan, 2000), creating an overall sense of being valued and secure.In conclusion, a comprehensive motivational program for teachers must simultaneously strengthen both material and spiritual incentives to sustainably enhance their QWL and job satisfaction. A key limitation of this study is its focus on Tehran teachers and use of convenience sampling, which cautions against over-generalization. Future longitudinal research across different regions in Iran is recommended, alongside investigating mediating variables like psychological capital. Practically, these findings can inform educational policymakers in designing equitable payment systems and supportive packages, guide school principals in fostering a positive work climate, and aid curriculum planners in developing relevant professional development programs for teachers. https://trj.uok.ac.ir/article_64727.html AbstractMedical education, as one of the main pillars of the healthcare system, plays an important role in training specialized personnel and enhancing the quality of health and medical services. However, individual differences among instructors, particularly gender-related differences, can affect the effectiveness of the teaching process. Clinical education is recognized as the backbone of medical education, since students acquire the ability to transform knowledge into practical skills through direct interaction with patients, instructors, and real clinical environments. Therefore, one of the key and shared elements in both international and domestic research that has effectively enhanced the quality of continuing education programs is the emphasis on teaching methods. Teaching method is considered one of the main components of the curriculum and a crucial phase of instructional design. Given the limitations of traditional methods in preparing students professionally, educational approaches must be selected that strengthen students’ reasoning, judgment, and decision-making abilities. In this context, teaching methods and classroom management are usually regarded as the structures and approaches that create and reinforce a constructive learning environment. ducational approaches must be selected that strengthen students’ reasoning, judgment, and decision-making abilities. In this context, teaching methods and classroom management are usually regarded as the structures and approaches that create and reinforce a constructive learning environment.Alongside the importance of teaching methods, one of the less explored aspects is the examination of the impact of gender on the teaching styles of medical science instructors. In this regard, instructors’ roles as learning facilitators occupy a special position. Teaching style, use of instructional techniques, and even instructors’ personal characteristics, including gender, can have a profound effect on the student learning process.This process not only facilitates the transfer of foundational knowledge but also encompasses the cultivation of clinical, communicative, and professional skills to prepare students for the real-world challenges of the healthcare system. For this reason, emphasis on teaching methods is a key and common element in both international and domestic research, with a significant impact on the quality of educational programs. Teaching methods are considered core components of the curriculum and crucial stages in instructional design. Given the limitations of traditional approaches in the professional preparation of students, educational strategies must be chosen that can strengthen students’ powers of reasoning, judgment, and decision-making. Therefore, the present study aims to evaluate the instructors at Kerman University of Medical Sciences regarding their application of teaching techniques in the classroom. The statistical population comprised all full-time instructors (both female and male) employed at Kerman University of Medical Sciences in the year 1403, totaling 557 individuals. The sample size was determined as 180 using Cochran’s formula. A convenience sampling method was adopted to provide a comprehensive overview of the university’s teaching status. The collected data were examined through descriptive statistical measures, including demographic information, frequencies, percentages, tables, and statistical charts. Additionally, Student’s t-test and the Analytic Hierarchy Process (AHP) hierarchical analysis were utilized as inferential statistical tools to obtain an accurate evaluation of the relationships among the study variables.The results of this study showed that instructor gender plays a significant role in how teaching skills are applied in medical education. Specifically, male instructors outperformed female instructors on the “overall teaching skill” and “educational assessment” components, whereas female instructors scored higher on “in-class teaching skills.” These differences were statistically significant and suggest that the manifestation and execution of instructional skills by male and female instructors differ due to underlying psychological, social, and cultural factors.Moreover, findings from the hierarchical Analytic Hierarchy Process (AHP) analysis revealed that instructors’ perceptions of the importance and priority of various teaching skills differ by gender. Male instructors placed greater emphasis on structural and analytical skills—such as assessment, content organization, and the use of technology—while female instructors gave more weight to interactive and emotional components, including the development of a comprehensive lesson plan, the creation of a motivational learning environment, and the encouragement of students. This variation in skill prioritization indicates that teaching approaches are shaped by gendered perceptions and should not be reduced merely to differences in individual capability.A review of the literature further showed that, despite their scientific expertise, medical faculty members often lack formal training in pedagogy and instead acquire teaching skills through experience. This gap in formal instructional training can undermine the overall effectiveness of medical education. Additionally, discrepancies between faculty and student perspectives on the characteristics that contribute to effective teaching highlight the necessity of addressing instructors’ personal and relational dimensions alongside their scientific qualifications. Accordingly, the present study’s findings underscore the necessity of designing and implementing educational empowerment programs grounded in instructors’ gender-based and psychological differences. Adopting an integrated approach that enhances both analytical and structural teaching competencies and the human, interactive components of instruction can improve the quality of medical education and enrich students’ learning experiences. Moreover, the conscious utilization of the existing diversity in teaching styles between female and male instructors as a complementary asset can make the educational planning process both richer and more efficient. On the other hand, a comparative review of studies in the field of educational evaluation shows that although factors such as teaching method, communication skills, and scholarly competence play a significant role in educational effectiveness, gender bias remains a prominent intervening variable. In particular, Crestid and colleagues (1988) demonstrated that students, irrespective of teaching quality, rate male instructors higher on components such as “teaching authority” and “professional competence.” This finding aligns with the results of Morgan and colleagues (2021), in which male instructors, even after controlling for background variables, received higher scores for their ability to convey clinical concepts.Yaman and colleagues (2023) also showed that evaluation instruments in medical education are often designed in ways that reinforce gender biases, with male instructors scoring higher on criteria such as “teaching self-confidence” and “knowledge transmission.”Ultimately, these studies indicate that beyond technical teaching skills, cultural and structural biases within educational systems can lead to the reproduction of gender inequality in evaluations. To counter this trend, researchers have emphasized revising evaluation tools, enhancing teaching skills, and employing objective, multidimensional indicators such as performance on standardized tests.