Exploring the Lived Experiences of Candidates in the Supplementary Evaluation Process of Farhangian University with an Emphasis on Preparation Resources, Perceptions, and Learning Outcomes: A Qualitative Study

Background and Objectives: The design of a professional competency assessment system for teacher selection at Farhangian University is a necessity emphasized in strategic documents. Despite the focus on technical indicators, the lived experiences of applicants regarding this process have been less studied. Therefore, the purpose of this study was to explore the lived experiences of applicants regarding the complementary assessment process at Farhangian University and to understand their perceptions of its various dimensions. Methods: This study was conducted using a qualitative approach and an interpretative phenomenological method. The research field included all applicants participating in the supplementary evaluation stage at Fatemeh al-Zahra (S) Campus in Tabriz during the 2023–2024 academic year. Among them, 31 participants were selected using purposive (criterion) sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis based on Braun and Clarke's six-step model. To ensure validity and reliability, peer review, member checking, and inter-coder agreement methods were employed. Findings: Data analysis led to the identification of 5 main themes and 15 sub-themes. The main themes were: "Preparation resources and pre-interview strategies", "Perceptions of the environmental and organizational context", "Cognitive-emotional experience of the assessment process", "Learning outcomes and self-awareness", and "Suggestions for process improvement". The results showed that applicants consider the supportive environment and friendly behavior of evaluators as key factors in reducing their anxiety, while emphasizing the need to improve technical infrastructure and optimize scheduling. Conclusion: The findings indicated that complementary assessment, beyond being a screening tool, acts as an initial stage in the process of socialization and the formation of teachers' professional identity. This process plays an educational and developmental role by enhancing applicants' self-awareness and communication skills. Therefore, viewing this process as a professional development cycle (rather than just a selection filter) can help improve the quality of future teacher recruitment.