محسن بیگی

The present study aimed to develop a teaching competency framework for Iranian English Language Teaching (ELT) teachers by conducting interviews with 30 teachers and head teachers in the field of ELT across multiple regions in Iran. The study utilized MAXQDA 20.2.1 to conduct a thematic analysis in three phases. Intercoder reliability (ICR) testing demonstrated a significant level of agreement. The findings indicated that an effective contextualized teaching competency framework for ELT teachers should consist of six key components: professional attributes focusing on teaching-specific characteristics, skills representing practical teaching abilities, knowledge encompassing subject-matter expertise, general qualifications including foundational requirements, personal attributes, and goals and values. Fifty-nine indicators were identified and strategically linked to established reference frameworks for ELT teacher competencies. The developed framework contributes to a novel organization of ELT teaching competencies. Key findings revealed that linguistic competency, inclusivity, student bonding, pedagogical knowledge, organizational skills, and teaching passion emerged as critical indicators within the Iranian ELT context. The framework's strength lies in its systematically developed structure based on expert insights and comprehensive literature analysis that offers brevity in design while maintaining comprehensiveness. These features would make it particularly applicable for Iranian ELT settings while providing a replicable model for broader international contexts. Future research should explore longitudinal studies to understand the changes that transpire over time. Moreover, integrating the perspectives of English language learners and high school students could enhance the practicality and applicability of these frameworks.