heshmatollah nazari; Ebrahim Talaee; Javad Hatami; Abdolzahra Timas
Abstract
Introduction
A writing rubric is a guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in the upper elementary education.
Method
The study was ...
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Introduction
A writing rubric is a guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in the upper elementary education.
Method
The study was generally a type of measurement research, specifically scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.
Results
After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.
Discussion
The lack of a standard rubric for writing is one of the reasons for the unclear situation of elementary school students' writing skills in Iran. The presence of a rubric not only provides a clear view of the student's writing skills but also makes them aware of the expectations and goals of the writing curriculum. This awareness leads to an improvement in their writing skills.
Ali Noferesti; Bakhtiar Shabani Varaki; Rezvan Hosseingholizadeh
Abstract
Introduction
Throughout the history of human societies, the educational organization has served as a fundamental framework for managing teaching and learning processes. From ancient Greece to the present day, it has evolved through two distinct periods, each heavily influenced by the industrial revolution. ...
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Introduction
Throughout the history of human societies, the educational organization has served as a fundamental framework for managing teaching and learning processes. From ancient Greece to the present day, it has evolved through two distinct periods, each heavily influenced by the industrial revolution. However, in today's rapidly changing society, characterized by the repercussions of the industrial revolution, we are confronted with new challenges and complexities that necessitate a critical reevaluation of this foundational concept.
Method
Using logical inference as the primary research method, our study embarked on two key phases. Firstly, a comprehensive review of historical documents was conducted to trace the evolution of the educational organization concept from ancient Greece to the modern era. Subsequently, employing the conceptual analysis method, we synthesized insights to propose a novel framework for conceptualizing educational organizations.
Results
This article delves into the evolutionary trajectory of the educational organization concept from ancient Greece to the present day. Furthermore, it introduces an alternative interpretation of educational organization through the lens of neurophenomenology. Initially, the study highlights two distinct historical periods characterized by ambiguity and dependence for educational organizations. Preceding the industrial revolution, educational structures lacked definitive characteristics, with education being dispersed among various institutions and individuals. Post-industrial revolution, influenced by management theories and governmental and industrial organizations, educational organization acquired a more defined structure and purpose, as elucidated through relevant theories. Subsequently, the discourse shifts towards exploring a novel conception of educational organization, grounded in the creative insights of neurophenomenological approaches to learning and cognition.
Discussion
With our redefined concept of educational organization, we observe a significant expansion in the role of "place" within the broader context of environment and society. Meanwhile, the traditional constraints of "time" are rendered obsolete, allowing for more flexible learning experiences. The notion of the "learner" is no longer confined but rather shaped by the dynamic interplay of conditions, paths, and the temporal and spatial dimensions of learning. Similarly, the conventional perception of the "teacher" extends beyond a mere hired individual to encompass anyone or anything that facilitates the learning journey for students. Moreover, the teaching-leadership paradigm of educational organizations undergoes a profound shift from static to dynamic, monophonic to polyphonic, and centralization to decentralization. This transformative approach epitomizes the ethos of innovative educational organizations, which aim to reintegrate the fundamental elements of "humanity" and "life" into the educational landscape.
Hassan Jorfi; gholamhossien ebadi
Abstract
Introduction
The current research aimed to investigate the effectiveness of the teaching method based on the constructivist approach achievement motivation, academic achievement, and Reading Performance of fifth-grade students in Ahvaz.
Method
The current research design is a semi-experimental ...
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Introduction
The current research aimed to investigate the effectiveness of the teaching method based on the constructivist approach achievement motivation, academic achievement, and Reading Performance of fifth-grade students in Ahvaz.
Method
The current research design is a semi-experimental type of pre-test-post-test-follow-up with experimental and control groups. The statistical population of the research includes all fifth-grade male students of Ahvaz city in the academic year of 1402-1403, who were selected through the multi-stage cluster sampling method of two classes (25 people in each class) and were randomly assigned to two experimental and control groups. The research tools included Hermans's (1970) achievement motivation questionnaire, Pham and Taylor's (1999) academic achievement questionnaire, and Karami Nouri and Moradi's (2007) standard test of reading performance and dyslexia, the number of sessions and teaching topics were the same in both classes and only in the teaching method that has been applied has been different. In the first group, the teaching method was based on constructivism, and in the second group, the lecture method was implemented. In this research, to test the hypotheses, repeated measures variance analysis has been used.
Results
The results showed that the constructivist teaching method is effective in improving students' achievement motivation, academic achievement, and reading performance.
Discussion
The teaching method that follows the constructivist approach is effective in motivating students and enhancing their academic achievement and reading performance. It is recommended that teacher training courses incorporate the constructivist approach. However, one limitation of this research was that some teachers demonstrated resistance to new teaching methods, as they were accustomed to traditional approaches.
javad pourkarimi; mahsa azizi; seyed hosein mousavi
Abstract
Introduction
In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.
Method
The present research used a qualitative approach ...
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Introduction
In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.
Method
The present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators.
Results
The self-development competencies of teachers were categorized in five
dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.
Discussion
This research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning.
reza masouminejad
Abstract
IntroductionThe present study was conducted with the aim of identifying and explaining the concept of "reparation Narrative" in order to shape the true self of teachers in the curriculum based on autobiographical identity. MethodIn terms of the data collection method, the research is of a qualitative ...
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IntroductionThe present study was conducted with the aim of identifying and explaining the concept of "reparation Narrative" in order to shape the true self of teachers in the curriculum based on autobiographical identity. MethodIn terms of the data collection method, the research is of a qualitative type with an exploratory nature. In this study, in the framework of the qualitative approach, the narrative research method was used with an emphasis on thematic analysis.The research field included 12 teachers with experience between 5 and 20 years in West Azerbaijan province in the academic year of 1402-1403, which was selected by the purposeful sampling method of the desired type and data collection continued until its saturation. In line with the implementation of the research, reparation narrative was Description and explained as an open attitude of continuous improvement in the teaching activities for teachers. In order to collect information, in-depth narrative interviews were used, in which the teachers' personal experiences were emphasized individually, in such a way that the teachers based on the nature of subjective experiences of lesson concerns, which are considered a stimulus for more activity, draw a work plan in line with resolving the deficiencies and compensating them in the form of narratives were discussed in a reflective manner. To validate the obtained findings, techniques such as researcher self-review, member control method and systematic comparison method were used in data recording. ResultsThe findings showed that 7 components of publishability, comprehensibility, curriculum discourse creation, and philosophizing, intellectual property, motivationalism, and teacher conceptualization are the main codes, which are effective with 21 core codes and 131 primary codes in the framework of the reparation narrative process in the direction of the real self-development of teachers in curricula. Reparation narrative is ability that teachers can acquire a progressive mindset towards their teaching activities. As a result, teachers are in a dynamic situation by reparation attitudes in their profession and narrating the performance or functions of the lesson that can bring them to the real self determined in the curriculum, and they try to implement the curriculum to separate the individual's reality from the defined ideal self and internalize what is related to their core identity. Therefore, as reparation narrative deals with the development and completion of the real self of teachers, it gradually makes the goals of the ideal self a part of the real self by achieving its components, an identity that was defined before, but with the passage of time and the compensation of teaching capabilities It becomes real and forms the autobiographical nature of teachers. DiscussionThe results show that the educational system should seek to develop the narrative skills of teachers as a developing mentality in the field of curriculum activities and try to define the reparationary nature of the narrative in the framework of the process of recreating the role of teachers in the curriculum.
Zargham yousefi; Tahereh Azmsha; maryam karimi; Esamaeel Veisia
Abstract
Introduction
To achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, and motivated and creative teachers to implement the set programs and realize the objectives of the physical ...
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Introduction
To achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, and motivated and creative teachers to implement the set programs and realize the objectives of the physical education lesson.
Method
In this research, the mediating role of communication skills in the influence of metacognitive beliefs on the creativity of physical education teachers was investigated. This research was of applied research type and in terms of purpose, it was descriptive-correlation type of structural model type, which was conducted in the field and using a questionnaire. The statistical population of the research included all physical education teachers of the first secondary school in the 4 regions of Ahvaz city, numbering 425 people; According to the table of Karjesi and Morgan, the statistical sample was determined as 182 people. The sampling method in this research was relatively random. The data collection tools include 3 standard questionnaires of seven communication skills (Qassimi, 2017), the creativity questionnaire of Lee et al. (2014), and the questionnaire of Beyer's metacognitive beliefs (2011), which were used after checking validity and reliability. In this research, descriptive statistics were used to organize, summarize, classify the raw scores, describe the sample sizes, and analyze the data, first, the assumption of using modeling, i.e. the collinearity test, was examined, and then to test the hypotheses from the structural equation modeling method and specifically from Partial least squares approach was used using Smart-PLS and SPSS software.
Results
The results of the research showed that metacognitive beliefs have a direct and significant effect on the communication skills of physical education teachers in Ahvaz. It was also found that metacognitive beliefs have an effect on the communication skills of physical education teachers in Ahvaz, and communication skills had a direct effect on the creativity of physical education teachers in Ahvaz by 0.38.
Discussion
According to the results of the research, holding conferences, workshops, and training courses to improve the abilities and creativity of physical education teachers to succeed in teaching and achieve educational goals, as well as planning to design a system for selecting physical education teachers based on appropriate personality traits and planning It is recommended to select and employ teachers with creative talents and communication skills.
Saeed Azadmanesh; Hamideh Khademi
Abstract
Introduction
The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, some common themes emerge in discussions of ...
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Introduction
The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, some common themes emerge in discussions of childhood, such as the idea that childhood is a time of innocence, play, and learning. In recent years, there has been growing interest in the study of the characteristics of Generation Z and Generation Alpha. These two generations are the first to grow up in the digital age, and their experiences and perspectives are significantly different from those of previous generations. The people of this generation are connected through digital devices and social media. They are the first generation to have known the world with the possibility of having infinite information and the opportunity for infinite connection in the digital age. Technology is deeply intertwined in the lives of this generation. They take for granted the internet, networks, and related digital tools, and have incorporated technology and online activities into everything. As Generation Z and Alpha become the main audiences for current and future education, it is crucial to understand their unique characteristics to organize education, especially in childhood. Considering this necessity, this research aims to reflect on the concept of childhood in light of the characteristics of these two generations.
Method
The method in this research is Conceptual Analysis, which emphasizes on providing a correct and clear explanation of the meaning of concepts through a detailed explanation of its relationships with other concepts.
Results
Using the Conceptual Analysis, we identified ten key characteristics such as “Real Life in the Virtual World”, “Acceptance of New Virtual Behavioral Codes”, “Fluid and Multifaceted Identities”, “Continuous and Lifelong Learning” and “Individualism and Social Isolation versus the Extent of Virtual Interactions”. Based on these traits, we called the concept of childhood as “Netizen” or “Networked Child” which includes conceptual components; “Virtual-Real Dual Life”, “Experience of Living in a Pluralistic World”, “Self-Learning and Self-Articulating” and “Social Isolation within Group Activity and Cooperation” are four conceptual components.
Discussion
Finally, we conclude that “Recognition of the Virtual World in Childhood Education” is essential in educational interaction, ignoring it can create a fundamental gap in the education process and even more importantly lead to the disappearance of childhood.
Aَbbas Ramezani; Ladan Hajianvari
Abstract
IntroductionGeneration Z and Alpha consist of students who, regardless of their legal working age, have not waited to graduate from school. They are actively involved in various capital markets such as Forex, cryptocurrencies, and other new businesses. These include influencer marketing, digital network ...
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IntroductionGeneration Z and Alpha consist of students who, regardless of their legal working age, have not waited to graduate from school. They are actively involved in various capital markets such as Forex, cryptocurrencies, and other new businesses. These include influencer marketing, digital network marketing, internet advertising, etc. Despite the growing interest of students in new businesses and the capital market, and recognizing the importance of exploring this trend, there is a remarkable lack of research in this area. For this reason, the current study aims to identify the factors influencing students' tendency towards new businesses and the capital market. MethodThe current applied research employs a mixed-method, specifically a sequential exploratory type. The research is based on the philosophy of pragmatism. In the qualitative section, semistructured interviews were conducted with 27 experts in the field and students actively engaged in these areas. They were selected through targeted snowball sampling, and after reaching data saturation, the interviews were concluded and themes were analyzed. Based on the insights from the qualitative phase, a researcher-developed questionnaire with 25 items was formulated for data collection in the quantitative section. The quantitative portion of the research focused on a population of 18,357 male and female high school students in Zanjan city during the academic year 2023-2024. A sample of 376 individuals was selected using proportional stratified random sampling based on Cochran's formula. The data from the quantitative part were analyzed using SPSS software version 27 and exploratory factor analysis. Subsequently, a final research model was developed using path analysis. ResultsSubsequently, in consultation with experts, appropriate names were assigned to the variables, leading to the identification of factors shaping students' preferences for new businesses and the capital market. The factors influencing students' interest in new businesses and the capital market encompass individual, economic, demographic, social, technical-technological, and family-related factors. DiscussionThese findings emphasize the multifaceted and diverse nature of the influencing factors, highlighting the necessity for collaboration among economic, cultural, and educational planners to address this phenomenon effectively and in a logical manner. Considering the focus of this research on the factors affecting students' tendency towards new businesses and the capital market, it is suggested that future researchers test the model of this research in a new sample (validation sample) to assess the quality and validity of the model.
Leila Mahooti; Jahanbakh Rahmani; Zohreh Saadatmand; Mozhgan Arefi
Abstract
IntroductionThe present study, with a different view in the field of emotional intelligence of teenagers, intends to design a model for emotional intelligence in the first secondary school and tried to find that the programs, in addition to having rich content, are suitable methods for internalizing ...
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IntroductionThe present study, with a different view in the field of emotional intelligence of teenagers, intends to design a model for emotional intelligence in the first secondary school and tried to find that the programs, in addition to having rich content, are suitable methods for internalizing values in Teenagers will benefit. MethodThe study utilized a qualitative exploratory design, analyzing 186 articles published between 2006 and 2023, ultimately selecting 71 for in-depth examination. Data were collected through thematic coding and expert validation, resulting in 211 basic codes categorized into 23 organizing themes and five comprehensive themes related to the curriculum model focused on emotional intelligence. Validation results indicated that 80% of experts found the multidimensional curriculum model based on emotional intelligence to be sufficient and diverse compared to quantitative teaching methods.ResultsIn emotional intelligence curriculum teaching, cooperative learning strategies involve grouping students to complete tasks, catering to individual differences for a flexible class environment. Creative teachers use problem-solving methods to engage students with emotional intelligence issues, encouraging logical reasoning and evaluation of solutions. Evaluations should include diverse tools and perspectives from peers and parents, allowing for a comprehensive understanding of students' abilities and enabling teachers to address weaknesses effectively. Validation of the emotional intelligence curriculum model for first secondary schools indicated strong consensus (0.88 agreement among 10 experts), confirming the framework's robustness without significant changes needed. DiscussionIn the model of the present study, the use of various measurement and evaluation methods is emphasized. In this model, methods such as functional assessment, written test, oral test, observational assessment method, and finally self-evaluation were proposed to evaluate the performance of learners regarding emotional intelligence in the first secondary school.
Mojtaba Jahanifar; amir masnavi; afarin Zanganeh
Abstract
Introduction
This study delves into the critical role of formative assessment in enhancing students' science learning behaviours. By focusing on the process of learning rather than solely on the result, formative assessment provides valuable insights for both teachers and students to improve instruction ...
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Introduction
This study delves into the critical role of formative assessment in enhancing students' science learning behaviours. By focusing on the process of learning rather than solely on the result, formative assessment provides valuable insights for both teachers and students to improve instruction and learning. The research emphasizes the interconnectedness of Formative Assessment, motivational beliefs, and science learning behaviors.
Method
The study employed a quantitative, correlational research design using structural equation modeling. A sample of 469 Iranian secondary school students was selected to investigate the relationships among formative assessment, motivational beliefs, and science learning behaviors. Data was collected through online questionnaires.
Results
The results of this research underscore the significant impact of formative assessment on students' science learning behaviors. Key findings include: Direct and Indirect Effects: Formative assessment exerts both direct and indirect influences on science learning behaviors, with motivational beliefs serving as a mediating variable. Teacher Feedback: Timely and specific teacher feedback plays a pivotal role in strengthening students' motivational beliefs, such as self-efficacy and value placed on the subject. Motivational Beliefs: Students with stronger motivational beliefs are more likely to be engaged in learning, exert greater effort, and perform better in science. Formative Assessment Techniques: The use of various formative assessment techniques, including questioning, short quizzes, and projects, contributes to students' awareness of their progress and enables them to adjust their learning strategies. Combination of Strategies: Combining formative assessment strategies with efforts to strengthen motivational beliefs can create a more effective science learning environment.
Conclusion
The research highlights the importance of teacher training in providing effective feedback. By equipping teachers with the skills to offer timely and specific feedback, educators can significantly enhance student learning outcomes. Additionally, the study emphasizes the need for a balance between teacher-centered and student-centered approaches. While adaptive teaching can be beneficial, it is crucial to ensure that instructional strategies align with students' individual needs and learning styles, Teacher Training: Educators should receive training on effective formative assessment strategies, including providing timely and specific feedback. Curriculum Development: Curricula should be designed to incorporate formative assessment as an integral component of instruction. Educational Policy: Educational policies should support the implementation of formative assessment practices in schools. While the study provides valuable insights, it is essential to acknowledge its limitations. The study was conducted with a specific population in Iran, and the findings may not be generalizable to other contexts. Future research could explore the impact of formative assessment in different cultural and educational settings. Additionally, longitudinal studies could provide more in-depth insights into the long-term effects of formative assessment on student outcomes. This research underscores the pivotal role of formative assessment in enhancing science learning behaviors. By implementing effective formative assessment practices, educators can create more engaging and effective learning environments for their students. Future research should continue to investigate the complexities of formative assessment and its impact on student learning.
Gholamreza Hajizadeh; Hasan Malaki; Alireza sadeghi; Hamid Parsania
Abstract
IntroductionThe current research analyzes curriculum elements based on the sequential interpretation of Tasnim from the Holy Quran by Abdullah Javadi Amoli. MethodBased on the philosophy that governs the education system and the definitions of the curriculum elements, seven elements of purpose, ...
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IntroductionThe current research analyzes curriculum elements based on the sequential interpretation of Tasnim from the Holy Quran by Abdullah Javadi Amoli. MethodBased on the philosophy that governs the education system and the definitions of the curriculum elements, seven elements of purpose, content, learning activities, teacher, learner, environment, and evaluation were selected as the basic components in lesson planning. Then, the verses with keywords related to wisdom and with the help of sequential interpretation of Tasnim were examined with the thematic analysis method and 43 themes were extracted. The method of intellectual necessity was classified as a feature of the curriculum elements. ResultsThe results of the research, based on the definitions of curriculum elements, indicate that the most important characteristic of the goals element in a curriculum aimed at intellectual education is attaining closeness to Allah (Qurb ilallah), religiosity, and rational fear of Allah. The key features of the content element are as follows: the centrality of monotheism (Tawhid), the breadth of existential knowledge, research-oriented learning, the pursuit of reward, love and wrath stemming from reason, and learning through admonition. Regarding-learning activities, the most significant characteristics include a comprehensive perspective and steady, gradual progress. The role of the teacher in this curriculum is defined by a broad outlook, knowing the audience, and displaying compassionate discipline. As for the learner, the most essential traits include: avoiding ignorant enthusiasm, establishing justice in society, patience and reliance on Allah, trustworthiness, integrity, abstaining from wrongdoing, keeping one’s promises, discretion, self-restraint, identifying ill-wishers, constant remembrance of Allah, speaking with wisdom, forgiveness, charitable giving, unity, gratitude, resilience, adherence to Shariah, appropriate conduct, repentance, responding to evil with good, knowledge of the self, and steadfastness of character. In terms of the learning environment, the key aspects of an intellectual education curriculum include: maintaining respect, avoiding ostentation, and staying on the path of truth. Finally, the characteristics of assessment are defined by the union of knowledge and action, sincerity, and a presence filled with awareness. DiscussionRational education in this research is creating a systematic platform based on revelation for the growth of intellect in the direction of understanding the truth of things taking steps towards perfection and finally getting closer to God Almighty.
Fateme Jafarpoor; Mohammad Ali Mazaheri; Saeed Ghanbari; Jalil Fathabadi
Abstract
IntroductionThe quality of the teacher-student relationship is pivotal in influencing academic and non-academic student outcomes. Recognizing its significance, numerous programs have been designed and implemented globally to enhance this relationship. This meta-analysis aims to evaluate the effectiveness ...
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IntroductionThe quality of the teacher-student relationship is pivotal in influencing academic and non-academic student outcomes. Recognizing its significance, numerous programs have been designed and implemented globally to enhance this relationship. This meta-analysis aims to evaluate the effectiveness of these programs and identify critical moderators that influence their success. MethodA meta-analytic approach was employed, adhering to the PRISMA guidelines to ensure a systematic and comprehensive review. Programs were selected based on stringent inclusion and exclusion criteria from national and international electronic databases. The screening process yielded 24 eligible studies, contributing 55 effect sizes. The data were analyzed using CMA3, and a random effects model was applied to determine the overall effect size. ResultsThe overall effect size was 0.246, calculated using a random effects model. This moderate effect size indicates a meaningful, yet relatively limited, change in the quality of teacher-student relationships. The moderator analysis did not find significant effects of factors such as gender, the nature of the program (individual or group), or the study design (randomized controlled trial or quasi-experimental). However, programs implemented in elementary schools showed higher effectiveness compared to those in preschool settings. A notable finding was the scarcity of programs targeting middle and high school students, highlighting a gap in the literature. DiscussionThe findings showed that current theoretical frameworks like attachment theory may not fully address the diverse needs of students across different cultures and developmental stages, pointing to the need for further refinement. Notably, the analysis found that while elementary school programs are more effective, there is a significant lack of programs designed for middle and high school levels, highlighting a global challenge in addressing teacher-student relationships beyond early education. While other countries may lack programs for middle and high schools, Iran has a critical gap in implementing programs, even at the preschool and elementary levels. Moreover, the existing programs, primarily developed in Western contexts, can only be directly applied to Iranian schools with proper cultural adaptation. This underscores the importance of designing culturally relevant programs or modifying existing ones to align with Iran's unique cultural, social, and educational needs. Developing tailored programs could bridge this gap and improve educational outcomes across various developmental stages. The findings of this study are significant for researchers, policymakers, and teachers, offering insights to enhance teacher-student relationships and improve educational programs.