Investigating the relationship between career path planning and professional (educational and research) competencies of Isfahan teachers

The aim of this study was to investigate the relationship between career path planning and the dimensions of professional competencies (educational and research) among teachers in Isfahan. The research method was descriptive-survey. The statistical population included 1969 teachers in districts 1, 3 and 4 of Isfahan. 170 people were selected as the sample through Krejcie and Morgan sample size formula and by proportional sampling. To collect research data, two standard career path planning questionnaires based on Shine model and a professional qualifications questionnaire based on Boyer et al. (1994) were used. To measure the reliability of Cronbach's alpha coefficient in a pilot study on a sample of 40 people, career path planning questionnaire was α = 881% and cognitive dimension of empowerment questionnaire was α = 862%. Research data were collected based on research hypotheses and analyzed using MANOVA analysis and multiple regression analysis. The results showed that: 1- There is a positive and significant relationship between all components of career path planning and all dimensions of professional competencies. 2- The components of technical-functional competence, autonomy, security and stability, creativity and entrepreneurship, service and self-sacrifice, pure challenge and lifestyle can positively and meaningfully the dimensions of professional competencies of research, dissemination of knowledge ( Anticipate teaching, knowledge integration, and knowledge application.