Free Practice Questions for Iran Teacher Employment Exam

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Key Facts: Iran Teacher Employment Exam Exam

The written paper is four-option multiple choice with one-third negative marking for wrong answers.

Under the 1404 brochure the selection carries 1,000 points: 700 from the written paper and 300 from the complementary assessment.

Within the 700 written points, 210 are allotted to the General domain and 490 to the Specialized domains.

The written cutoff is 50% of the mean score of the top three candidates in the same job-locality and quota.

Candidates above the cutoff are invited to the complementary assessment up to twice the advertised vacancies.

Candidates local to the shahrestan have their written score multiplied by 1.5.

The shared Specialized domain tests teaching methods, educational measurement, psychology and the Fundamental Reform Document.

Recruited teachers complete a one-year skills-training course (Doreh Maharat-Amoozi) before taking up a post.

The Iran Teacher Employment Exam is a four-option written paper with one-third negative marking in General, shared Specialized Pedagogy, and Job-Specific domains; the written paper carries 700 of the 1,000 selection points, split 30% general and 70% specialized.

Sample Iran Teacher Employment Exam Practice Questions

Try these sample questions to review concepts for the Iran Teacher Employment Exam exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1In the core Islamic thought curriculum (*Tarh-e Koli-e Andisheh-ye Eslami dar Quran*), how is the concept of 'Iman' (Faith) distinguished from passive intellectual assent?

A.Faith is a conscious, dynamic commitment coupled with righteous action and active social responsibility

B.Faith is a purely private emotional experience that requires no practical engagement in social life

C.Faith is blind inherited obedience to ancestral dogma without intellectual inquiry

D.Faith is an academic credential awarded upon passing religious examinations

Explanation: In *Tarh-e Koli-e Andisheh-ye Eslami*, authentic Iman is defined not as dormant mental assent or passive sentiment, but as an active, committed, and transformative orientation that necessarily drives ethical, righteous deeds (Amal-e Saleh) and collective social responsibility.

2In Morteza Mutahhari's seminal work *Mutual Services of Iran and Islam* (*Khadamat-e Motaqabel-e Iran va Eslam*), what is the central historical conclusion regarding Iranian reception of Islam?

A.Islam was imposed entirely by military force, and Iranians rejected Islamic culture for centuries

B.Iranian civilization completely eliminated all Arabic Islamic scholarship

C.Iranians voluntarily embraced Islam because its message of universal justice, equality, and rational monotheism resonated with their quest for truth, subsequently becoming major contributors to Islamic arts, sciences, and philosophy

D.Iranians only adopted Islamic culinary practices while rejecting its theology

Explanation: Mutahhari systematically demonstrates that Iranians embraced Islam enthusiastically because of its egalitarian, just, and rational ethos, and in turn made monumental contributions that enriched and advanced global Islamic science, literature, medicine, and philosophy.

3What is the primary sociopolitical objective of the 'Declaration of the Second Phase of the Islamic Revolution' (Biyaniyeh-ye Gam-e Dovvom-e Enqelab) regarding the role of youth and educators?

A.To preserve bureaucratic stagnation by delegating leadership only to retirees

B.To empower educated, innovative, and morally grounded youth to lead scientific advancement, economic justice, and cultural self-reliance

C.To abolish all public universities and teacher training institutes

D.To isolate the nation from all technological and scientific developments

Explanation: The Second Phase Document places young scholars, educators, and innovators at the vanguard of national progress, charging them with pioneering scientific breakthroughs, establishing justice, and fostering ethical and cultural self-reliance.

4In the historiography of modern Iran, which constitutional movement in 1906 (1285 SH) sought to curb arbitrary royal absolutism through the establishment of an elected parliament and codified law?

A.The Tobacco Protest (Tahrim-e Tanbaku)

B.The Nationalization of the Oil Industry

C.The White Revolution

D.The Constitutional Revolution (Enqelab-e Mashrooteh)

Explanation: The Constitutional Revolution (Mashrooteh) of 1906 was a landmark movement in modern Iranian history led by clergy, merchants, and intellectuals that successfully compelled Mozaffar al-Din Shah to sign the constitution establishing the Majles (parliament).

5In the Islamic philosophical tradition, how is 'Elm-e Nafe' (Beneficial Knowledge) conceptualized in teacher preparation curricula?

A.Any knowledge that is factually true, irrespective of whether it is ever applied or of the ends it serves

B.Knowledge validated purely by empirical experiment, excluding moral and metaphysical reasoning

C.Specialised technical expertise that raises the holder's professional rank and earning capacity

D.Knowledge that enhances human dignity, addresses real societal needs, refines character and draws the learner nearer to God

Explanation: Beneficial Knowledge (Elm-e Nafe') combines cognitive validity with ethical utility: it uplifts the individual spiritually, cultivates virtue, alleviates societal suffering, and promotes community well-being.

6In *Tarh-e Koli-e Andisheh-ye Eslami*, how is 'Tawhid' (Divine Monotheism) presented not merely as a theoretical theological doctrine, but as an active social and political principle?

A.Tawhid requires complete submission to all earthly monarchs without question

B.Tawhid rejects all forms of tyranny, exploitation, and idols (Taghut), establishing universal human equality and liberation under God's sole sovereignty

C.Tawhid is purely an abstract mathematical concept about singularity with no societal consequences

D.Tawhid mandates the segregation of citizens based on tribal ancestry

Explanation: The text emphasizes the sociopolitical dimension of Tawhid: affirming God as the sole Lord negates the legitimacy of human tyranny, oppression, and false idols (Taghut), establishing that all human beings are fundamentally equal and free from human enslavement.

7In Mutahhari's analysis in *Mutual Services of Iran and Islam*, which factor primarily enabled the rapid synthesis of Persian administrative/scientific traditions with Islamic civilization?

A.The complete abandonment of the Persian language in favor of foreign dialects

B.The strict prohibition of non-Muslim scholarship by early caliphs

C.The Islamic worldview's embrace of empirical learning, intellectual translation, and appreciation of cultural diversity ('seek knowledge even in China')

D.The isolation of Iranian scholars from the rest of the Mediterranean and Central Asian world

Explanation: Mutahhari highlights that Islam's profound religious mandate to acquire knowledge ('seek knowledge even unto China'), honor wisdom, and respect ethnic diversity allowed Iranian scholars to synthesize their ancient intellectual heritage into the global Islamic golden age.

8What historical event in June 1963 (15 Khordad 1342) is recognized in the official historical curriculum as a critical watershed moment leading to the 1979 Islamic Revolution?

A.Mass popular protests following the arrest of Ayatollah Khomeini after his speech denouncing the Pahlavi regime's capitulations and ties with foreign powers

B.The signing of the Treaty of Turkmenchay

C.The nationalization of the Iranian railway network

D.The conclusion of the Iran-Iraq War

Explanation: The uprising of 15 Khordad 1342 (June 5, 1963) was sparked by the arrest of Ayatollah Khomeini following his historic sermon at Feyziyeh Seminary in Qom; the regime's violent suppression solidified the popular revolutionary opposition that culminated in 1979.

9In *Tarh-e Koli-e Andisheh-ye Eslami*, what is the concept of 'Welayah' (Guardianship/Alliance) as an organizational bond within the community of believers?

A.A deep, interconnected network of mutual solidarity, love, shared purpose, and cohesive leadership binding believers together against oppression

B.An uncoordinated group of individuals pursuing private financial interests without solidarity

C.Subjugation of religious believers to foreign geopolitical treaties

D.A formal trade guild designed to monopolize agricultural commodities

Explanation: Welayah is conceptualized as the vital connective tissue of the Islamic community: a dynamic bond of mutual loyalty, ideological unity, shared social action, and alignment with righteous leadership (Wali) that prevents societal fragmentation.

10Which prominent 11th-century Iranian Islamic philosopher and polymath authored *The Book of Healing* (*Kitab al-Shifa*) and *The Canon of Medicine* (*al-Qanun fi al-Tibb*), profoundly shaping both Islamic and European educational curricula for centuries?

A.Al-Ghazali (Imam Mohammad Ghazali)

B.Mulla Sadra (Sadr al-Din Shirazi)

C.Ibn Sina (Avicenna / Abu Ali Sina)

D.Nasir al-Din al-Tusi

Explanation: Ibn Sina (Avicenna, 980–1037 CE), born near Bukhara and active across Iranian intellectual centers (Hamadan, Isfahan), was a towering polymath whose *Canon of Medicine* and philosophical encyclopedia *Kitab al-Shifa* served as primary textbooks in East and West for over 500 years.

About the Iran Teacher Employment Exam Exam

The Iran Ministry of Education Teacher Employment Examination (آزمون استخدامی مشاغل آموزگاری، دبیری و هنرآموزی وزارت آموزش و پرورش) is the primary competitive recruitment gateway for university graduates entering permanent civil service teaching careers in Iran's public school system. Administered under the statutory oversight of the Administrative and Recruitment Affairs Organization of Iran (SABA) and the Ministry of Education via national testing organizations (such as Sanjesh or Jahad Daneshgahi), the examination selects thousands of qualified elementary school teachers (Amuzegar), secondary subject teachers (Dabir), and technical/vocational instructors (Honaramuz) annually. The competitive assessment framework combines a comprehensive written examination with multi-station complementary assessment centers (Kanoon-haye Arzyabi). The written component encompasses three structured domains: the General Domain (Hayteh Omumi), testing foundational civic, historical, administrative, and technological literacy; the Specialized Pedagogy Domain (Hayteh Ekhtesasi), evaluating universal educational competencies including instructional methodology, educational measurement, learning psychology, and national policy directives; and the Job-Specific Domain (Hayteh Takhasosi), testing subject mastery aligned with national school curricula. Test scoring applies one-third negative marking, requiring strategic time management and accuracy. This question bank is an independent English-language multiple-choice study adaptation developed by OpenExamPrep. It offers 100 rigorous practice questions addressing the core pedagogical, psychological, civic, and curricular concepts evaluated on the official recruitment examination. It is not an official translation, reproduction, or endorsement by the Ministry of Education of Iran, SABA, or Sanjesh.

Exam sponsor: Ministry of Education & Administrative and Recruitment Affairs Organization (SABA). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

The written examination is sat in three domains. Under the 1404 registration brochure the overall selection carries 1,000 points, of which 700 come from the written paper and 300 from the complementary assessment; within the written paper 210 points are allotted to the General domain and 490 to the Specialized domains, giving a 30/70 split. The General domain covers Islamic and revolutionary thought, Iranian and Islamic history, the Constitution and administrative law, Persian, general English, mental ability and ICDL skills. The shared Specialized Pedagogy domain is common to the teaching posts and covers teaching methods, educational measurement, educational and developmental psychology, learning disorders and the upstream policy documents including the Fundamental Reform Document (Sand-e Tahavvol-e Bonyadin) and the National Curriculum Document. The Job-Specific domain tests the subject content of the post applied for. All items are four-option with one-third negative marking. Candidates meeting the job-locality cutoff advance to the complementary assessment and interview, and local (shahrestan) candidates have their written score multiplied by 1.5.

Time Limit

Varies by sitting; about 110 minutes has been allotted to the general-domain booklet

Passing Score

Written cutoff set at 50% of the mean written score of the top three candidates in the same job-locality (shoghl-mahall) and quota; candidates above the cutoff are invited to the complementary assessment up to twice the advertised vacancies

Exam / Certification Fees

Registration fee set in IRR in the recruitment brochure

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

30%

General Domain (حیطه عمومی)

Islamic and revolutionary thought, Iranian and Islamic history, the Constitution, civil-service and administrative law, Persian, general English, reasoning ability, and ICDL information-technology skills.

40%

Shared Specialized Pedagogy (حیطه اختصاصی مشترک)

Teaching methods and instructional design, educational measurement and assessment, educational and developmental psychology, learning disorders, educational technology, and upstream policy documents.

30%

Job-Specific Domain (حیطه تخصصی شغلی)

Curriculum content and subject teaching methods for the specific post, differing between primary teacher, subject teacher, and technical instructor.

Preparing for the Iran Teacher Employment Exam Exam

What You Need to Know

Passing score: Written cutoff set at 50% of the mean written score of the top three candidates in the same job-locality (shoghl-mahall) and quota; candidates above the cutoff are invited to the complementary assessment up to twice the advertised vacancies
Assessment: The written examination is sat in three domains. Under the 1404 registration brochure the overall selection carries 1,000 points, of which 700 come from the written paper and 300 from the complementary assessment; within the written paper 210 points are allotted to the General domain and 490 to the Specialized domains, giving a 30/70 split. The General domain covers Islamic and revolutionary thought, Iranian and Islamic history, the Constitution and administrative law, Persian, general English, mental ability and ICDL skills. The shared Specialized Pedagogy domain is common to the teaching posts and covers teaching methods, educational measurement, educational and developmental psychology, learning disorders and the upstream policy documents including the Fundamental Reform Document (Sand-e Tahavvol-e Bonyadin) and the National Curriculum Document. The Job-Specific domain tests the subject content of the post applied for. All items are four-option with one-third negative marking. Candidates meeting the job-locality cutoff advance to the complementary assessment and interview, and local (shahrestan) candidates have their written score multiplied by 1.5.
Time limit: Varies by sitting; about 110 minutes has been allotted to the general-domain booklet
Exam / certification fees: Registration fee set in IRR in the recruitment brochure Official sources

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Iran Teacher Employment Exam: Suggested Study Strategy

1Master the Fundamental Reform Document (Sand-e Tahavvol-e Bonyadin) and the School Executive Regulations, as these upstream policy texts are heavily tested in the specialized pedagogy section.

2Thoroughly review educational measurement principles, including formative vs. summative assessment, standard deviation, reliability, validity, and diagnostic test design.

3Understand major learning theories (behaviorism, cognitivism, constructivism) and their practical classroom applications according to official Iranian educational psychology texts.

4Practice effective time pacing: budget approximately 20–25 seconds per general item and 45–60 seconds per complex pedagogical scenario item during practice.

5Review the basic structure of the Iranian Civil Service Management Law (Qanoon-e Modiriat-e Khedamat-e Keshvari) and Constitutional articles related to education and public rights.

6Do not guess blindly on uncertain questions: use elimination to narrow choices down to two before attempting an answer to avoid negative marking deductions.

Frequently Asked Questions

What is the Iran Teacher Employment Examination?

The Iran Teacher Employment Examination (Estekhdam-e Amoozesh va Parvaresh) is the official national competitive examination through which university graduates are selected for permanent civil service teaching positions across Iranian primary and secondary public schools.

What are the main sections of the written recruitment exam?

The written paper has three domains: a General domain (Islamic and revolutionary thought, history, the Constitution and administrative law, Persian, English, reasoning and ICDL), a shared Specialized Pedagogy domain (teaching methods, educational measurement, educational and developmental psychology, learning disorders and the upstream policy documents), and a Job-Specific domain covering the subject content of the post applied for. Under the 1404 brochure the written paper carried 210 points for the General domain and 490 for the Specialized domains, a 30/70 split.

How is the written qualifying cutoff determined?

The cutoff (hadd-e nesab) is 50% of the mean written score of the top three candidates in the same job-locality (shoghl-mahall) and quota. Clearing the cutoff does not guarantee an invitation: candidates are called to the complementary assessment in rank order, up to twice the advertised number of vacancies.

What is the Fundamental Reform Document of Education tested in the exam?

The Fundamental Reform Document of Education (Sand-e Tahavvol-e Bonyadin-e Amoozesh va Parvaresh) is Iran's foundational educational policy blueprint, defining educational philosophies, multi-faceted education (tarbiat-e shesh-ganeh), school autonomy, and curriculum reform.

Does the Teacher Employment Exam penalize wrong answers?

Yes. The examination features standard one-third negative marking: each correct answer yields 3 marks, while each incorrect answer deducts 1 mark, meaning three wrong answers cancel the value of one correct response.

What happens in the complementary assessment stage (Kanoon-e Arzyabi)?

Shortlisted candidates participate in multi-station assessment centers evaluating practical teaching demonstrations, situational judgment simulations, group discussion, psychological fitness, and personal interviews.