Abstract

The aim of this study was to identify, analyze and rank the special qualifications of exceptional school teachers in order to provide a basis for its improvement. The research method is descriptive survey. The statistical population of this study is all teachers of exceptional education in Tehran in the academic year 1400-1399 who are teaching. The size of the statistical population, accordin The validity of the questionnaire was confirmed by experts and the reliability of the questionnaire was obtained by calculating the Cronbach's alpha coefficient of 0.87. Descriptive statistics and inferential statistics (exploratory factor analysis) were used for analysis. Using exploratory factor analysis, the professional competencies of exceptional education teachers were identified and analyzed. Based on the results of the qualitative part, the elements of competencies of teachers of exceptional schools in four components of educational-behavioral, planning and preparation, management and organization, and professional-general competencies were identified. Strategies for improving the qualifications of exceptional school teachers were also identified in this section and presented as a model for evaluation and promotion. The findings of the quantitative section also showed the value of the elements of professional competence of teachers in exceptional schools from the teachers' point of view. The results also showed that there is a significant difference between teachers in terms of demographic variables of gender and level of education.