An Investigation of Teachers’ Characteristics based on the Implications of Ministry of Education’s Strategic Plans

The purpose of this study was to investigate teachers’ characteristics based on the implications of Ministry of Education’s strategic plans. This applied research utilized qualitative content analysis with a conventional approach and was a library research in terms of data collection. The statistical population of the study was comprised of Ministry of Education’s strategic plans, i.e., the Theoretical Foundations of the Fundamental Reform in Education Document (2011), the National Curriculum of I.R. Iran (2012), and the Fundamental Reform Document of Education (2011). Purposive sampling method was used to draw the sample and the statistical sample included all statements, sentences, and segments of the above-mentioned documents. The data collection tool was a checklist. The results showed that the statistical population has statements, segments, and clauses that include semantic units which have implications for teachers’ characteristics. The teachers’ characteristics were categorized under certain categories and subcategories. Through the use of inductive reasoning, ultimately, subcategories such as moral attributes, individual and collective competencies, charisma, personality traits, beliefs and opinions, self-awareness and personal development, pedagogical skills, mental-rational capabilities, professional beliefs and experiences, attention to pedagogical principles, basic and special competencies, academic potentials and professional identity, organizational tasks, organizational ethics, scientific power, organizational strength, organizational services, occupational principles and regulations, organizational development, organizational beliefs, enrichment, and performance evaluation were derived. In each of the three documents under scrutiny three categories of individual, professional, and organizational characteristics can be observed.