Introduction and goal: In today's competitive world, topics related to competence are very important. This issue is not excluded in relation to teachers, who are considered to be the main pillars of the country's education system. Due to the importance of the topic, in this research, the evaluation model of secondary school teachers in Fars province in Iran has been investigated and presented.

Research methodology: The current research was conducted in a combined way, so that in the qualitative part of the exploratory approach and in the quantitative part, the descriptive-survey method was considered. In the qualitative part, the opinions of 30 experts were used. Also, in the quantitative part, the statistical population includes secondary school teachers of Fars province, and the sample selected from this population was randomly equal to 200 people.

Findings: Qualitative results indicate that 10 components of educational competencies include management ability, skills, knowledge, specialized abilities, social relations, ethics, awareness of new technologies, monitoring and evaluation, planning, documentation and finally A research is one of the effective cases in evaluating teachers' educational competencies. Based on these 10 components, 127 items were proposed and distributed among 200 middle school teachers in Fars province (randomly) using a questionnaire. The results show that ethical factors, awareness of new technologies, monitoring and evaluation, social relations, planning and documentation, and research component have a higher factor load than specialized capabilities, knowledge, skills and management ability, which They can be used in relation to the presentation of the model of educational competencies in relation to secondary school teachers in Fars province.

Conclusion: In general, the competency model can be a suitable framework for improving the level of educational services and building the capacity of teachers.