درخت حوزه‌های تخصصی

E-learning has been extensively integrated into the educational system during the COVID-19 pandemic, aiming to enhance the quality of education. While introducing numerous benefits and positive impacts, this rapid transition has also posed new challenges that could potentially increase anxiety among elementary school teachers. Therefore, this study aimed to examine the relationship between web-based teaching components during the COVID-19 pandemic and anxiety levels among elementary school teachers, providing practical operational solutions. This research is applied in terms of purpose and correlational in terms of methodology. The statistical population of the study included all elementary school teachers in the city of Amol, totaling 750 individuals. A sample of 256 teachers was randomly selected from the city of Amol. Data were collected using the Salmi Anxiety Questionnaire, Abedini Chogordani, Ghasemi Nafchi, and Tabashir (2021), and a researcher-made questionnaire to measure web-based teaching components. The validity of the questionnaires was confirmed through face validity, and Cronbach's alpha coefficient was employed to determine the reliability of the research instrument. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis. The findings indicated that the contributions of web-based teaching components, including support and virtual learning infrastructure (169.0), learning and technological complexity (141.0), electronic content production (267.0), and type of course instruction (203.0), were significant predictors of teachers' anxiety during the COVID-19 pandemic. However, the contribution of the effective assessment component (107.0) was not statistically significant. Virtual education infrastructure, learning technological skills, acquiring content production skills, type of course instruction, were negative predictors of teachers' anxiety during the pandemic. The results of the study revealed a significant negative relationship between some web-based teaching components and anxiety levels. Therefore, it is recommended to reduce teaching anxiety in web-based education by implementing empowerment courses to develop online teaching skills, producing effective content, and fostering technological development in in-service teacher training.

The current research aimed to investigate and identify the methods of solving the shortage of teachers and the provision and professional development of teachers. The research method used was descriptive and qualitative content analysis. The statistical population included deputy heads of departments, principals and deputy heads of schools, and researchers in this field. Fourteen people were selected as a statistical sample by snowball sampling. A semi-structured interview method was used. Based on the research findings, five key codes, nine core codes, and 54 codes were identified. In the category of policies and interventions, respectively, revision of courses, removal of non-harmful subjects and titles by 13%; in the category of human resources, reduction of the number of support and administrative forces by 15%; in the category of community interaction and cooperation, upgrading the position of the teacher in society with 37.5% and in the category of recruitment strategies, hiring elite and efficient managers at all management levels with 23% and in the category of incentives and financial support for salary reform Teachers and coordinated payment system had the highest frequency with 20%. As a result, to solve the teacher shortage problem, attention should be paid to multidimensional solutions.