Relation between Elementary Teachers' Professional Capabilities and Students Achievement in City of Isfahan
Bibliographic record
Abstract
 The present study which is based on the professional efficiency model of Quebec, Canada, is conducted to investigate the relationship between the professional efficiencies of the primary-school teachers and the studentsâ educational achievements in Isfahan. Six components professional skills are investigated here including criticism and interpretation of knowledge and culture, capability of expression, evaluation, information technology and communication, teachersâ cooperation in the professional development, teachersâ professional ethics . To determine the studentsâ educational achievements, the total average of the students is used. To collect data a self-made questionnaire was used that Its validity is examined by the experts and its reliability is calculated at 92 by Cronbachâs alpha coefficient. The results of the research showed that there is a significant and positive relationship between the six components of the professional efficiencies of the primary-school teachers and students educational achievement. A comparison between the professional efficiencies of the teachers of Isfahan, on the basis of the demographic traits, showed that female teachers, teachers with an MA or a PhD degree, teachers with an experience of less than 10 years, and the teachers of the 4th grade are more efficient than other teachers. Students at district one in Isfahan have a better educational achievement than other students .
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".