Payame Noor University Research in School and Virtual Learning 3060-6497 10 1 2022 08 23 A System of Indicators for Assessing the Teacher Readiness in Primary Education: a Systematic Review A System of Indicators for Assessing the Teacher Readiness in Primary Education: a Systematic Review 109 125 9129 10.30473/etl.2022.61342.3646 FA Mahdi Ghorbankhani Ph.D. Student, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Keyvan Salehi Associate professors, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran 0000-0001-8673-4248 Ebrahim Khodaie Associate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Ali Moghadazadeh Associate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Marzieh Dehghani Associate Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Journal Article 2021 10 22 Educational systems do not develop beyond the ability and motivation of their teachers. The teacher is the main factor in implementing educational programs in the school. The purpose of this study is to identify the factors, criteria and indicators for measuring teacher readiness in primary school. We conducted a systematic review in the period 2000-2021 and searched scientific databases including ProQuest, Eric, Google Scholar, SID, Ensani, and Magiran. We analyzed 67 documents based on PRISMA criteria. The results of the analyses led to the identification of 191 indicators, 21 criteria and 8 main factors. In the next step, the effect of each criterion on each other was estimated using the Dematel technique. Findings indicated that the first 5 criteria with most impact, respectively, include teaching aptitude, moral sensitivity, commitment and responsibility, rational and ethical training and being research-oriented. Also, by calculating the net impact, the top criteria include basic teacher prerequisites, general and superior mental abilities, teaching aptitude, attitudinal and emotional characteristics, and communication skills, respectively. The results of the rankings show that the criteria related to the teacher prerequisites factor have the greatest effect Educational systems do not develop beyond the ability and motivation of their teachers. The teacher is the main factor in implementing educational programs in the school. The purpose of this study is to identify the factors, criteria and indicators for measuring teacher readiness in primary school. We conducted a systematic review in the period 2000-2021 and searched scientific databases including ProQuest, Eric, Google Scholar, SID, Ensani, and Magiran. We analyzed 67 documents based on PRISMA criteria. The results of the analyses led to the identification of 191 indicators, 21 criteria and 8 main factors. In the next step, the effect of each criterion on each other was estimated using the Dematel technique. Findings indicated that the first 5 criteria with most impact, respectively, include teaching aptitude, moral sensitivity, commitment and responsibility, rational and ethical training and being research-oriented. Also, by calculating the net impact, the top criteria include basic teacher prerequisites, general and superior mental abilities, teaching aptitude, attitudinal and emotional characteristics, and communication skills, respectively. The results of the rankings show that the criteria related to the teacher prerequisites factor have the greatest effect https://etl.journals.pnu.ac.ir/article_9129_c73d7ea31489fd43da7ea1c973ac23de.pdf