Assessing and Evaluating the Quality assurance of New Teachers Training and Development Programs Using the Importance-Performance Analysis Model

The main purpose of the present study was to evaluate the quality assurance in new hired teachers training using the importance-performance analysis model. The research method was exploratory mixed in which the required qualitative and quantitative data were collected through interviews and two questionnaires retrieved from interviews. The statistical sample was selected by quantitative stratified random sampling method including 110 participants and 25 teachers.30 participants and 16 teachers were selected through purposeful sampling. In order to determine the validity of the qualitative and quantitative data, member checking method and experts review were used respectively. The reliability of the questionnaires was calculated using Cronbach's alpha method (0.88for learners questionnaire and 0.79 for teachers questionnaire). Data were analyzed using qualitative content analysis method and statistical methods including Pearson correlation and Spearman correlation coefficient, determination coefficient, correlation t-test and differential scoring formula. Finally, after identifying the quality components in new teachers training, a new Performance Assessment Matrix with48 component was presented to improve the quality of teachers training in Iran. The results showed that instructors and learners shared the desirability and appropriateness of the educational center, the proportion of the duration of the course with the volume of content, the relative level of new teachers in terms of their respective knowledge and skills, and the new teachers' mastery of the required content. Learning the content of the curriculum has been cited as one of the most important indicators of quality assurance for new teachers.