بهناز راستی

This study aimed to assess the educational needs of new teachers based on the competency approach. The statistical population included teachers who passed the ۱۴۰۱ Farhangian University employment exam and were either undergoing or had completed the skill training course. The IPA (Importance-Performance Analysis) method was used to identify educational needs. First, a questionnaire consisting of ۷ open-ended questions was randomly distributed among ۳۰ new teachers, and after data collection, ۵۵ components were extracted and coded, and finally ۱۶ main components were identified. These components were then distributed among the participants in the form of a multiple-choice questionnaire to determine their importance and priority. The results showed that the most important educational needs of new teachers, in order of priority, were: classroom management, descriptive evaluation, motivation and success in work, identifying hyperactive students and how to deal with them, gaining trust and adapting to parents. These findings indicate that new teachers face numerous challenges in the areas of management, communication, and education, which require specialized and targeted training. It is suggested that the educational needs of new teachers be addressed by increasing in-service courses, encouraging continued education, and holding practical workshops. These measures can improve the performance of new teachers and ultimately improve the quality of education.