Background and Objective: Teacher ranking was introduced in Iran to enhance teachers' professional competencies, improve their economic well-being, increase job motivation, and promote the overall quality of the educational system. Despite its intended benefits, the implementation of this policy has encountered several challenges that have hindered the full achievement of its objectives. The present study aimed to investigate the implementation-related challenges of the Teacher Ranking Plan and examine their consequences within the Ministry of Education of Iran.
Research Method: This study adopted a qualitative approach using thematic analysis. The research population consisted of teachers employed by the Ministry of Education of Iran. Participants were selected through proportional stratified sampling. Data were collected through semi-structured interviews.
Findings: The findings revealed that the major challenges in implementing the Teacher Ranking Plan included ambiguity in evaluation criteria, lack of transparency, delays in the payment of benefits, financial resource constraints, inconsistencies in the implementation of guidelines, and insufficient consideration of teachers' individual and professional differences. Furthermore, ineffective implementation of the plan was found to reduce teachers' job motivation, increase perceptions of organizational injustice, lower job satisfaction, and weaken teachers' trust in educational policies.
Conclusion: The successful implementation of the Teacher Ranking Plan requires revising evaluation criteria, enhancing transparency, ensuring sustainable financial resources, accelerating the payment of benefits, and promoting teachers' active participation in decision-making processes. Implementing these measures can strengthen teachers' professional status, improve job satisfaction, and ultimately enhance the quality of Iran's education system.