چكيده لاتين
The purpose of this study was to investigate the relationship between pseudo evaluation and students’ academic achievement with the moderating role of teachers’ professional competence in boys’ primary schools in Isfahan. The research method was descriptive-correlational, and the statistical population included all teachers in boys’ primary schools in Isfahan during the 2024–2025 academic year, totaling 1,950 individuals. Using Krejcie and Morganʹs table and proportional stratified sampling, a sample of 305 teachers was selected. Data collection tools included the short version of the Pseudo evaluation Culture Questionnaire in Primary Schools by Ghorban Khani et al. (2020), the revised version of the Academic Performance Scale by Mogharnejad (2020), the short form of the Teachers’ Professional Competence Questionnaire by Abdollahi et al. (2014), and a researcher-made demographic questionnaire. The content validity of the instruments was confirmed by five faculty members in educational sciences and psychology at the University of Isfahan. The reliability of the pseudo evaluation, academic achievement, and professional competence questionnaires was calculated using Cronbach’s alpha, yielding coefficients of 0.89, 0.87, and 0.89, respectively. Data analysis was conducted at both descriptive and inferential levels using SPSS 24 and Smart-PLS 4 software. The findings indicated a significant relationship between pseudo evaluation and academic achievement with the moderating role of teachers’ professional competence in boys’ primary schools in Isfahan (p < 0.05), and the research model demonstrated good fit. Additionally, significant relationships were observed between pseudo evaluation and academic achievement, teachers’ professional competence and pseudo evaluation, and teachers’ professional competence and academic achievement (p < 0.05). It is recommended that educational authorities take steps to enhance teachers’ professional competence by organizing more effective in-service training programs, developing specialized educational content for teachers, and holding collaborative meetings with educators and experts in the field. Moreover, teachers, school administrators, and other education stakeholders should implement preventive measures to avoid the spread of pseudo evaluation and minimize its potential harms.
