Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on methodology and data collection procedure was descriptive-surveyed. The population consists of 400 teachers from high in Birjand in the academic year 2013-2014. A sample of 246 was estimated by Krejcie and Morgan. The instrument used in this study is a researcher's questionnaire of teachers' professional development. In order to assess the reliability and validity was used the content and construct validity by using of exploratory and confirmatory factor analysis and Cronbach's alpha. Results show that the questionnaire has good reliability and validity. According to the results of a factor analysis of the eight factors (components) were identified for professional development of teachers that explains a total of 54/69% of total variance. It can be concluded that the questionnaire would be a suitable tool for the professional development of teachers.

Background: In Islam, expectations are very high in respect to a desirable teacher, especially because the teacher is a model for the next generation, so the purpose of this study is to identify the moral codes of teachers according to the Islamic perspective. Method:The approach of the present study is qualitative and its method is synthesis research. The research population is all articles (63 articles) that have been presented from 2010 to 2020 in the field of moral components of educators from the perspective of the Holy Quran and the educational life of Imams (A) and the Prophet Mohammad (S). The research sample includes 26 articles, which have been purposefully selected based on thematic monitoring and theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. Results: The results showed that the moral codes of teachers from the perspective of Islam can be organized in two main dimensions including: contextual dimension (including personality components, insight, religious commitment, socio-political factors and neatness) and professional dimension (including components of professional commitment, knowledge enhancement, professional principles, interactions, content management, teaching and evaluation). Conclusion:According to the principles of Islam, the components of teachers' professional ethics were organized in two contextual and professional dimensions, so the managers of educational organizations can provide in-service courses for teachers to teach the components of ethics and also design a moral code of ethics taking into account the moral components of teachers in Islam.

Background: The budget for universities and training centers should meet all the requirements of that organization. This has led to the need to design an appropriate budget policy in the context of economic sanctions in educational institutions as much as possible. Objectives: This study was conducted to identify the components of the budget policy of educational organizations with an emphasis on resistance economy. Methods: This applied research was conducted with a qualitative approach and descriptive phenomenological method. The statistical population included professors of the Department of Educational Management and Public Administration and the Management of Health Services and policymakers in the field of education budgeting. Semi-structured interviews were used to collect information. The findings of the interviews were analyzed by a content analysis method (open and axial coding). Results: Based on the results of this study, the components of the budget policy of educational organizations with an emphasis on resistance economy in 9 main themes of financial resource diversification, resistance economy, managerial, human, and technical factors, decentralization, transparency, central justice, structural, environmental factors, and education budget policy were identified. Conclusions: According to the findings, it can be said that the development of a local budget model in educational institutions, despite being scientific, should be adapted and implemented according to the climatic, political, social, scientific, and cultural conditions of educational institutions.