شناسایی عوامل، ملاک‌ها و نشانگرهای شایستگی ارتباطی معلمان دوره‌ی ابتدایی با رویکرد مرور نظام‌مند

 Ahmad, A., & Eka, S.  (2020). Classroom Management in Mathematics Class: University Students’ Perception. ARTIKEL JURNAL.

Akhmedova, M. T., Narmetova, Y. K., Nurmatova, I. T., & Malikova, D. U. K. (2022). Communicative competence formation in future teachers based on an integrated approach. International Journal of Multicultural and Multireligious Understanding, 9(4), 54-60.

Ansari, A., Hofkens, T. L., & Pianta, R. C. (2020). Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 71, 101200.

Ashrafian, N., & Salehi, K. (2022). The Effect of Transactional Analysis (TA) Group Training on the components of teacher-student Interactive style in elementary school. Psychological Achievements, 29(1), 229-252. [Persian]

Āzād Doulābi, B., Hakimzāde, R., & Javādipour, M. (2023). Typology of orientations of primary school teachers towards virtual education during the coronavirus pandemic. Journal of Educational Innovations, 22(3), 61-82. [Persian]

Ball, D. (1990). The mathematical understanding prospective teachers bring to teacher education. Elementary school Journal, 90(4), 449-466.

Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600.

Borremans, L. F., & Spilt, J. L. (2022). Development of the competence measure of individual teacher-student relationships (COMMIT): insight into the attitudes, knowledge, and self-efficacy of pre-service teachers. In Frontiers in Education (Vol. 7, p. 831468). Frontiers Media SA.

Borremans, L. F., & Spilt, J. L. (2022). Development of the competence measure of individual teacher-student relationships (COMMIT): insight into the attitudes, knowledge, and self-efficacy of pre-service teachers. In Frontiers in Education (Vol. 7, p. 831468). Frontiers Media SA. dos Santos Guimarães, M., &

Bottoms, S. I., Ciechanowski, K., Jones, K., de la Hoz, J., & Fonseca, A. L. (2017). Leveraging the community context of Family Math and Science Nights to develop culturally responsive teaching practices. Teaching and Teacher Education, 61, 1-15.‏

Chen, F., Wang, P., Wang, D., Jia, W., & Chen, G. (2024). Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary Instruction. In CSEDU (2) (pp. 339-348).‏

Contreras, D., González, L., Láscar, S., & López, V. (2022). Negative teacher–student and student–student relationships are associated with school dropout: Evidence from a large-scale longitudinal study in Chile. International Journal of Educational Development, 91, 102576.

dos Santos Guimarães, M., & Maciel, C. M. L. A. (2022). A comunicação assertiva como condição para a aprendizagem significativa. Research, Society and Development, 11(12), e01111234212-e01111234212.

Doyle, N. B., Downer, J. T., Brown, J. L., & Lowenstein, A. E. (2022). Understanding high quality teacher-student interactions in high needs elementary schools: an exploration of teacher, student, and relational contributors. School Mental Health, 14(4), 997-1010.‏

Enayati Shabkalai M., & Bagheri Dadokolai M. (2024). Factors affecting teacher-student communication from the teachers' point of view: a phenomenological study, Journal of research On Issues of Education, 70, 181-195. [Persian]

Estaji, M., & Tabrizi, S. (2022a). International School Teachers in Iran and Their Intercultural Communicative Competence: Does Sociocultural Background Make a Difference?. Journal of Research in International Education, 21(1), 46-61.

Estaji, M., & Tabrizi, S. (2022b). Teachers’ perceptions and strategies in the development of intercultural communicative competence: The case of international school teachers in Iran. Research in Comparative and International Education, 17(3), 528-545.

García-Martínez, I., Quijano-López, R., Pérez-Ferra, M., & Sierra-Arizmendiarrieta, B. (2020). Communicative competence in student teaching degrees: a systematic review. La revista Publicaciones de la Facultad de Educación y Humanidades Del Campus de Melilla (Universidad de Granada), 50(3), 37-54.‏

Gasser, L., Grütter, J., Buholzer, A., & Wettstein, A. (2018). Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just. Learning and instruction, 54, 82-92.

Gilson, C. M., & Sauder, A. E. (2021). Gifted adolescent readers’ perceptions of how teachers should (or should not) listen during dialogic discourse. Gifted Child Quarterly, 65(4), 319-337.‏

Gisewhite, R. A., Jeanfreau, M. M., & Holden, C. L. (2021). A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. Educational Review, 73(5), 597-616.‏

González-Fernández, R., Ruiz-Cabezas, A., Domínguez, M. C. M., Subía-Álava, A. B., & Salazar, J. L. D. (2024). Teachers’ teaching and professional competences assessment. Evaluation and Program Planning, 103, 102396.

Havik, T., & Westergård, E. (2020). Do teachers matter? Students’ perceptions of classroom interactions and student engagement. Scandinavian journal of educational research, 64(4), 488-507.

Heidarilaghab, T., Aminbeidokhti, A., & Talepasand, S. (2021). The Effectiveness of Teacher Training in Classroom Management on Motivational and Emotional Outcomes. The Journal of New Thoughts on Education, 17(4), 149-166. [Persian]

Hinchcliff, E. B., & Newberry, M. A. (2021). Teacher perceptions of student developmental needs: It's all emotional. Australian Journal of Teacher Education (Online), 46(9), 55-72.‏

Hofkens, T. L., & Pianta, R. C. (2022). Teacher–student relationships, engagement in school, and student outcomes. In Handbook of research on student engagement (pp. 431-449). Cham: Springer International Publishing.

Hofkens, T., Pianta, R. C., & Hamre, B. (2023). Teacher-student interactions: theory, measurement, and evidence for universal properties that support students’ learning across countries and cultures. In Effective teaching around the world: theoretical, empirical, methodological and practical insights (pp. 399-422). Cham: Springer International Publishing.

Hsieh, C. N., Ionescu, M., & Ho, T. H. (2018). Out of many, one: Challenges in teaching multilingual Kenyan primary students in English. Language, Culture and Curriculum, 31(2), 199-213.‏

Huamán, F. V. R., Hinostroza, E. H., Luque, E. A. C., & Quirova, Y. A. (2022). Importance of communication skills in education. Res Militaris, 12(4), 681-694.

Ingabire, M. Y., Nizeyimana, G., Mukingambeho, D., & Tusiime, M. (2024). Influence of Teacher-Learners’ Classroom Interactions’ Strategies on Learners’ Learning Performance in Lower Primary. Case of Endoglossic Country, Rwanda. International Journal of English Literature and Social Sciences, 9(3), 438-448.

Iriani, T., & Wibawa, B. (2023). Development and Validity of Teaching Communication Skills Questionnaires for Pre-Service Teachers (TCSQ-PST): A Confirmatory Factor Analysis. Educational Administration: Theory and Practice, 29(4).

Jackson, J., Veldsman, A., Ali, A., & Adams, J. (2024). Avoiding the odd one out: social cohesion in New Zealand primary classrooms. Education 3-13, 52(8), 1050-1061.‏

Jadoon, A. I., Khan, F., Syeda Tehmina Naz Bukhari, N. T. S., Gilani, S. Z., Ishfaq, U., & Ullah, M. (2022). Effect of teacher-student relationship on pro-social behavior and academic achievement of secondary school students. Indian Journal of Economics and Business, 21(1), 331-337.

Jordan, A. (2018). The supporting effective teaching project: 1. Factors influencing student success in inclusive elementary classrooms. Exceptionality Education International, 28(3).

Kachak, T., & Blyznyuk, T. (2023). Development of communicative competence of future special education teachers. Journal of Vasyl Stefanyk Precarpathian National University, 10(1), 87-98.

Kamal, W., Tati, A. D. R., & Irfan, M. (2021). Analysis of class teacher social competence (Study of communication with students, peers, and society) at SDI No 167 Mattoanging District of Turatea Jeneponto Regency. International Journal of Elementary School Teacher, 1(1), 18-26.

Karasova, J., & Nehyba, J. (2023). Student-centered teacher responses to student behavior in the classroom: A systematic review. In Frontiers in Education (Vol. 8, p. 1156530). Frontiers Media SA.

Kian, M., Ehsangar, H., & Izanloo, B. (2020). The effect of hidden curriculum on creativity and social skills: The perspective of elementary schools. Journal of Social Behavior and Community Health.

Kikas, E., & Mägi, K. (2017). Does self-efficacy mediate the effect of primary school teachers’ emotional support on learning behavior and academic skills?. The Journal of Early Adolescence, 37(5), 696-730.

Kirinić, G. (2021). The Correlations among the Dimensions of Teachers' Communication Styles and Communication Etiquette. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 72(2).

Lambert, C., & Zhang, G. (2019). Engagement in the use of English and Chinese as foreign languages: The role of learner‐generated content in instructional task design. The Modern Language Journal, 103(2), 391-411.

Lari, N., Hejazi, E., Jowkar, B., & Ejei, J. (2020). Phenomenological Analysis of Students’ Perception of Teacher’s Effective Features and Actions in Teacher-Student Relationship, Journal of Psychology, 24(1), 3-22. [Persian]

Lari, N., Hejazi, E., Jowkar, B., & Ejei, J. (2022). The Quality of Teacher-Student Relationship in the School Context: An Ethnographic Survey. Educational Psychology, 18(64), 129-156. [Persian]

Mahdi, S. (2023). Effective Communication in Learning: Teacher Strategies and Their Impact on Student Learning Outcomes: Effective Communication in Learning: Teacher Strategies and Their Impact on Student Learning Outcomes. International Journal of Linguistics, Communication, and Broadcasting, 1(4), 26-30.

Manrique, M. V., & Fariña, A. G. (2024). Analysis of the instructional communication of physical education teachers from a socioconstructivist perspective: A systematic review. Retos: nuevas tendencias en educación física, deporte y recreación, (55), 386-396.‏    10.47197/retos.v55.100792

Mara, E. L., & Mara, D. (2011). Communicative Competence–Way of Relieving the Educative Processes–. Procedia-Social and Behavioral Sciences, 15, 1415-1418.‏

McIntyre, E., Kyle, D. W., & Moore, G. H. (2006). A primary‐grade teacher's guidance toward small‐group dialogue. Reading Research Quarterly, 41(1), 36-66.‏

McNally, S., & Slutsky, R. (2020). Teacher–child relationships make all the difference: Constructing quality interactions in early childhood settings. In Early Childhood Education and Care Quality in Europe and the USA (pp. 18-33). Routledge.

Milatz, A., Lüftenegger, M., & Schober, B. (2015). Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in psychology, 6, 1949.

Mollajafari, A., & Rahimi, M. (2023). The Role of Teachers' Burnout (Emotional Exhaustion and Decreased Personal Accomplishment) and The Dimensions of Teacher-Student Interactions in Students' Happiness, , 14(1), 275-294. [Persian]

Morady Moghaddam, M. (2024). “I feel self-conscious about my accent”: International students’ communication challenges in the higher education context. European Journal of Psychology of Education, 39(4), 4617-4646.‏

Mushtari, F., & Habibullo, F. (2024). CONDITIONS OF DEVELOPMENT OF COMMUNICATIVE COMPETENCIES IN FUTURE TEACHERS. European Journal of Interdisciplinary Research and Development, 25, 44-48.

Ng, C. S. M., Chai, W., Chan, S. P., & Chung, K. K. H. (2022). Hong Kong preschool teachers’ utilization of culturally responsive teaching to teach Chinese to ethnic minority students: A qualitative exploration. Asia Pacific Journal of Education, 42(4), 641-660.‏

Opoku-Asare, N. A. A., Takyi, H., & Owusu-Mensah, M. (2015). Conflict prevalence in primary school and how it is understood to affect teaching and learning in Ghana. Sage Open, 5(3), 2158244015592935.‏

Oveisifard, F., & Nastiezaie, N. (2022). The effectiveness of teacher communication skills trainingon student indiscipline and teacher-students interaction, Journal of Exceptional Education, 22(167), 9-24.  [Persian]

Owens, J. S., Holdaway, A. S., Smith, J., Evans, S. W., Himawan, L. K., Coles, E. K., ... & Dawson, A. E. (2018). Rates of common classroom behavior management strategies and their associations with challenging student behavior in elementary school. Journal of Emotional and Behavioral Disorders, 26(3), 156-169.

Ozen, H., & Yıldırım, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99-113.

Paudel, L. P. (2022). Transparency in Course Assessments: A Robust Indicator of a Student-Centered Teaching. In Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education (pp. 231-252). IGI Global.‏

Poling, D. V., Van Loan, C. L., Garwood, J. D., Zhang, S., & Riddle, D. (2022). Enhancing teacher-student relationship quality: A narrative review of school-based interventions. Educational Research Review, 37, 100459.

Poulou, M. S. (2017). An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties. International Journal of School & Educational Psychology, 5(2), 126-136.

Poulou, M. S., Garner, P. W., & Bassett, H. H. (2022). Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence. Psychology in the Schools, 59(3), 557-573.

Qobilovna, A. M. (2023). Communicative Competence As A Factor Of Teacher's Professional Competency. American Journal Of Social Sciences And Humanity Research, 3(09), 32-44.

Qobilovna, A. M. (2024). COMMUNICATIVE COMPETENCIES OF PRIMARY SCHOOL TEACHERS. PSIXOLOGIYA VA SOTSIOLOGIYA ILMIY JURNALI, 2(4), 89-96.

Rahimi, A. R., & Mosalli, Z. (2024). The role of twenty-first century digital competence in shaping pre-service teacher language teachers’ twenty-first century digital skills: the Partial Least Square Modeling Approach (PLS-SEM). Journal of Computers in Education.‏

Reupert, A., & Woodcock, S. (2015). Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme. Emotional and Behavioural Difficulties, 20(3), 265-276.‏

Rokhman, F., Zulaeha, I., & Mardikantoro, H. B. (2024). Optimization of Teachers' Verbal Communication Rhetoric in Improving the Quality of Education Services. Revista de Gestão Social e Ambiental, 18(5), e06267-e06267.

Romijn, B. R., Slot, P. L., & Leseman, P. P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and teacher education, 98, 103236.

Sarı, M. H., & Yüce, E. (2020). Problems experienced in classrooms with students from different cultures. Journal on Efficiency and Responsibility in Education and Science, 13(2), 90-100.

Sergeeva, O. V., Zheltukhina, M. R., Bikbulatova, G. I., Sokolova, E. G., Digtyar, O. Y., Prokopyev, A. I., & Sizova, Z. M. (2023). Examination of the relationship between information and communication technology competencies and communication skills. Contemporary Educational Technology, 15(4), ep483.

Soininen, V., Pakarinen, E., & Lerkkanen, M. K. (2023). Reciprocal associations among teacher–child interactions, teachers' work engagement, and children's social competence. Journal of applied developmental psychology, 85, 101508.‏

Stepanets, I., Bieliaiev, S., Mordovtseva, N., Ilina, O., & Potapova, N. (2022). Pedagogical foundations of the problem of forming communicative competence of future elementary school teachers. International Journal of Health Sciences, 6(2), 907-919.

Sun, R. C. (2015). Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong. Teaching and Teacher Education, 46, 94-103.

Svitlana, B., Liudmyla, V., Iryna, H., Oksana, D., & Mariia, P. (2021). Communicative competence of elementary school teachers. Revista Tempos e Espaços em Educação, 14(33), 1-12.

Tariq, M., & Ullah, H. (2024). Impact of Teachers’ Communication Skills on Academic Achievement of Students at Secondary School Level. Journal of Higher Education and Development Studies (JHEDS), 4(1), 104–117. https://doi.org/10.59219/jheds.04.01.49

Tsabar, B. (2021). Trust, Respect, and Forgiveness: The Educational Philosophy of Janusz Korczak. Educational Theory, 71(5), 609-629.‏

Valente, S., Lourenço, A. A., & Németh, Z. (2020). School conflicts: Causes and management strategies in classroom relationships. Interpersonal Relationships. IntechOpen Limited.

Vinokur, E., Yomtovian, A., Marom, M. S., Itzchakov, G., & Baron, L. (2024). Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution. Frontiers in Social Psychology, 2, 1412968.

Wang, B., & Wang, Y.  (2021). Job burnout among safety professionals: a Chinese survey. International journal of environmental research and public health, 18 (16), 8343.

Wijaya, S., Marini, A., & Zulela, Z. (2023). Class Management Strategies to Improve Learning Motivation in Elementary School Students. JPSD (Jurnal Pendidikan Sekolah Dasar), 9(1), 23-39.

Wong, H. M. (2017). Implementing self-assessment in Singapore primary schools: Effects on students’ perceptions of self-assessment. Pedagogies: An International Journal, 12(4), 391-409.‏

Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in psychology, 12, 708490.

Yang, Q., Tian, L., Huebner, E. S., & Zhu, X. (2019). Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model. School Psychology, 34(3), 328.

Zahed Babelan, A. (2012). The degree of correspondence between teachers' verbal and non-verbal communication during teaching and its association with students' academic achievement. Journal of School Psychology, 1(1), 46-61. [Persian]

Zare sheykhkolaio, S. F., & Javadipour, M. (2023). Primary Teachers’ Lived Experiences of Digital Competencies Required for Post-Covid-19 Era: A Phenomenological Study, Journal of Curriculum Research, 12(2), 173-201. [Persian]

Zou, W. Q., & Chen, S. C. (2024). Teacher-Expressed Humility and Students’ Learning Motivation: The Mediating Role of Academic Self-Efficacy and the Moderating Role of Teacher Ability Trustworthiness. The Asia-Pacific Education Researcher, 1-12.‏

Sergeeva, O. V., Zheltukhina, M. R., Bikbulatova, G. I., Sokolova, E. G., Digtyar, O. Y., Prokopyev, A. I., & Sizova, Z. M. (2023). Examination of the relationship between information and communication technology competencies and communication skills. Contemporary Educational Technology, 15(4), ep483.