Designing a model of new teachers' needs in professional development

Purpose: The main purpose of this research is to design a model to determine the challenges faced in the first years of service in connection with the growth of professional development from the perspective of new teachers in Ilam.
Materials and methods: The present research was carried out using the qualitative approach and the foundation's data method. The participants in this new research are primary teachers (with a maximum of two years of teaching experience) in Ilam city. The number of participants until theoretical saturation was 17 people from nine primary teachers in Ilam city. A semi-structured interview method was used to collect the data, the validity of the research was confirmed by the professors of the research field, and its reliability was also controlled through the use of a written framework for the interview. This codified framework was used in all the interviews after the approval of the professors and ensuring its effectiveness in covering the objectives, and coding method was also used to analyze the information.
Discussion and conclusion: The results of the research indicate that the four main themes of individual factors, social factors, professional factors and organizational factors are considered as basic needs for the growth of professional development, and these four factors are influenced by each other and on the growth affect professional development and vice versa. In the individual dimension, the following categories were extracted; Individual motivation, teacher's approach, teacher's perception and belief, responsibility, self-awareness, flexibility, questioning spirit, innovation spirit. In the social dimension, the components of: social trust, resilience, communication skills, social norms and values, cooperation and empathy, being active, and participation were identified. In the professional dimension; Scientific literacy, technological literacy, professional ethics, teaching skills, research ability, problem analysis skills, solution presentation skills, management and leadership skills, decision-making skills were extracted, and in the organizational dimension, the components of management, organizational structure, economy , motivation method, educational resources, training and improvement, educational equipment, class population, research activity, communication channel, supervision were determined. According to the results of our research, we need four categories of needs to provide the professional development of new teachers. You will be influenced and each of these topics will be a basis for the professional development of new teachers, and by creating professional development fields for new teachers, the development of each of these topics will also be provided. It should be noted that each of these themes has the components that were mentioned above, the realization of these components causes the flourishing of the themes and realizes the field of professional development, therefore the education organization should To prioritize four categories of needs in order to provide professional development and improve the quality of education. Finally, four categories of factors were extracted as basic needs from this research, which include individual factors, social factors, professional factors, and organizational factors, which are based on the results of the researches of Saba Qadhi et al. (2020), Chris Torres and Jenny Weiner ( 2019) and Lisa Gaykhorst et al. (2017) overlap, the results indicate that each of these factors is a basis for the realization of other factors and personality is also a basis for the realization of professional development, hence between the four factors It has been mentioned that there is a two-way relationship, which means that each factor affects the other three factors and is affected by them, and the realization of each factor is a step towards the growth of professional development, hence the factors also have a two-way relationship with professional development. The more these factors are realized, the more professional development will grow, and the more individual and social professional development is formed, the easier it will be to realize these factors.