Design and Validation of the Competency Model of Teaching Assistants at Islamic Azad University (Case Study: Hormozgan Province)
Keywords:
Hormozgan Islamic Azad University, Teaching Assistants, Competency, Competency Model, Competency BarriersAbstract
This study aimed to design and validate a competency model for teaching assistants at Islamic Azad University in Hormozgan Province. This research employed an exploratory mixed-method design. In the qualitative phase, data were collected through semi-structured interviews with 12 experts and analyzed using thematic analysis. In the quantitative phase, 200 teaching assistants completed a researcher-made questionnaire. Construct validity was assessed using confirmatory factor analysis, and reliability was evaluated through Cronbach’s alpha and composite reliability indices. The findings revealed that the competency model consists of four main components: competencies, facilitating factors, barriers, and mechanisms. Competencies were identified across ten dimensions, including scientific-professional competence, technological skills, communication skills, educational creativity, transformational leadership, cognitive-analytical skills, professional ethics, research, self-leadership, and cultural competencies. Confirmatory factor analysis showed that all factor loadings exceeded 0.60 and t-values were greater than 1.96. Additionally, AVE values were above 0.50, and CR and Cronbach’s alpha coefficients exceeded 0.70, indicating acceptable convergent validity and reliability. The proposed model demonstrates strong validity and can serve as a comprehensive framework for improving teaching assistants’ performance, enhancing evaluation systems, and developing professional training programs in higher education institutions.
Downloads
References
Abdollahi, F., Ranjdoust, S., & Yarigholi, B. (2025). Designing and Validating an Optimal Transformation Model in Humanities with Emphasis on Curriculum in the Higher Education System of the Islamic Republic of Iran. Journal of Applied Educational Leadership, 1, 1-20.
Altes, T. K., Willemse, M., Goei, S. L., & Ehren, M. (2024). Higher Education Teachers' Understandings of and Challenges for Inclusion and Inclusive Learning Environments: A Systematic Literature Review. Educational Research Review, 43, 100605. https://doi.org/10.1016/j.edurev.2024.100605
Castro Benavides, L. M., Tamayo Arias, J. A., Burgos, D., & Martens, A. (2026). Measuring Digital Transformation in Higher Education Institutions-Content Validity Instrument. Applied Computing and Informatics, 22(1-2), 129-144. https://doi.org/10.1108/ACI-03-2022-0069
Chang, Y. C. (2024). How Does the Transnational Cultural Learning Experience Impact Graduate Teaching Assistants' Work Experience in UK Universities? Postgraduate Pedagogies, 4(1).
D'Angelo, C. M., & Rajarathinam, R. J. (2024). Speech Analysis of Teaching Assistant Interventions in Small Group Collaborative Problem Solving with Undergraduate Engineering Students. British Journal of Educational Technology, 1-19. https://doi.org/10.1111/bjet.13449
Esmaeili, S. (2024). Identifying the Professional Competencies of Educational School Managers Eleventh National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies,
Ghaderzadeh, K., Abbasi, P., Molani, S., & Alizadeh, N. (2024). The Role of Artificial Intelligence-Based Teaching Assistants in Developing Problem-Solving Skills in Elementary Students Nineteenth National Conference on Management and Humanities Research in Iran,
Jordan, S., Wang, G., Nguyen, A. T. H., Antoine-Goeas, X. D., Sulman, M., Vuong Tra, L. L., & Cox Jr, C. T. (2026). Reflections on a Co-Teaching Model Involving Undergraduate and Graduate Teaching Assistants in Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.5c01436
Juybari, L., & Samadi, F. (2023). The Importance of Using the Teaching Assistant Approach in Graduate Education
Kamasi, A., & Nazari, P. (2024). Daneh: A Novel Intelligent Educational Assistant. Educational Technology Growth, 4, 1-11.
Lewis, G. (2025). The Classroom Deployment of Teaching Assistants in England: A Critical Review of Literature from 2010 to 2020. Educational Review, 77(1), 303-319. https://doi.org/10.1080/00131911.2023.2184773
Mahari, A., Hazrati, H., & Behshid, M. (2024). Clinical Instructors' Experiences in Providing a Supportive Learning Climate for the Development of Professional Identity in Medical Sciences Students. Health Image, 15(1), 1-16.
Naseri, M., & Hosseinpour, R. (2024). Identifying and Determining the Competencies of Education Counselors Seventh International Conference on Innovation and Research in Humanities, Education, and Schooling, Tehran.
Nazarzadeh Danak, Z., Mahmoudi, A., & Khorshidi, A. (2024). Identifying the Components of the Professional Competency Model of Educational Managers in the Budget and Planning Organization Using Structural Equations. New Approach in Educational Sciences, 1, 203-219.
Raj, R., Singh, A., Kumar, V., & Verma, P. (2024). Achieving Professional Qualifications Using Micro-Credentials: A Case of Small Packages and Big Challenges in Higher Education. International Journal of Educational Management. https://doi.org/10.1108/IJEM-01-2023-0028
Sabit al-Atab, M. H., Saatchian, V., Abd Zaid Ashour al-Karimawi, E., & Gholamian, J. (2024). A Model of Strategies and Consequences for Developing the Educational Competencies of Faculty Members in Colleges of Physical Education and Sport Sciences in Iraq. New Approach in Educational Sciences, 4, 44-59.
Sajja, R., Sermet, Y., Fodale, B., & Demir, I. (2026). Evaluating AI-Powered Learning Assistants in Engineering Higher Education with Implications for Student Engagement, Ethics, and Policy. Scientific reports. https://doi.org/10.1038/s41598-026-39237-5
Samadipour, A., Bani Asadi, N., & Kavousi, E. (2025). Identifying and Explaining the Components of Educational Service Quality Evaluation in Universities. Cultural Sociology Research, 1, 69-106.
Sangare, M. M. A., & Palsapure, D. (2024). A Study on Career Aspirations of College-Going Girls in Professional Qualification versus Entrepreneurship.
Sayafan, Z., Nami, K., Zakeri, M., & Sabahi-Zadeh, M. (2023). Presenting Model of Cultural Participation of Students at Islamic Azad University: A Case Study of Islamic Azad Universities in Hormozgan Province. New Approach in Educational Management, 6, 210-224.
Shokriz Foomani, R., Peyvandi, S., Mohammadalizadeh, P., Moradi, S., Amooei, F., & Esmaeili, H. (2025). Evaluation of the Clinical Educational Environment from the Perspective of Residents at Imam Khomeini Educational and Medical Center in Sari Using the DREEM Model. Mazandaran University of Medical Sciences, 244, 134-145.
Taheri, M., Mohammadi, A., Ashouri, A., & Khoshrang, H. (2025). Investigating the Relationship between Organizational Culture in the Residency Training Environment (OCAI) and Feedback Culture (FEEDME-Culture) among Specialty Residents of Educational and Medical Centers of Guilan University of Medical Sciences Twenty-Sixth National Congress on Medical Sciences Education,
Wang, Y., & Yu, R. (2026). Exploring the Factors on the Acceptance of Generative Artificial Intelligence Teaching Assistants: The Perspective of Technology Acceptance Model. International Journal of Human-Computer Interaction, 42(2), 794-808. https://doi.org/10.1080/10447318.2025.2513581
Webster, R. (2024). Teaching on the Cheap? The Extent and Impact of Teaching Assistants Covering Classes and Leading Lessons. British Educational Research Journal, 50(6), 2599-2622. https://doi.org/10.1002/berj.4043
Zhou, X., Li, Y., Chai, C. S., & Chiu, T. K. (2025). Defining, Enhancing, and Assessing Artificial Intelligence Literacy and Competency in K-12 Education from a Systematic Review. Interactive Learning Environments, 33(10), 5766-5788. https://doi.org/10.1080/10494820.2025.2487538
