Matin1 1 Faculty member of Organization for Educational Research and Planning (OERP), Iran Correspondence: Shamsi Nami, Faculty member of Organization for Educational Research and Planning (OERP), Iran. E-mail: shamsinami@gmail.com Received: July 24, 2016 Accepted: October 10, 2016 Online Published: February 27, 2017 doi:10.5539/ies.v10n3p99 URL: https://doi.org/10.5539/ies.v10n3p99 Abstract This paper reports the results of a study entitled "Pathology and Researcher Teacher Program promotion and development approaches". The aim of this study is to identify achievements, the cooperation and participation of teachers and principals in school activities in Researcher Teacher Plan and awareness of the shortcomings and obstacles in the implementation of this program. The research method is descriptive. The population statistic in this study involves two groups of researcher and non-researcher teachers and administrators. The sample consisted of 500 members who are estimated according to the population size on the basis of Kerjcie and Morgan table. Moreover, to select desired sample, multi-stage sampling method is used. Totally, 19 districts region of Tehran are divided into 5 categories and one region is randomly selected of each category and also from each region girls and boy's school in primary school, secondary and high schools are chosen randomly and a number of researcher and non-researcher teachers and administrators of schools are selected randomly as samples size. Two types of questionnaire are used for data collection. In order to study the form and content tools, the opinions of 10 experts and Cronbach's alpha is used to calculate reliability. The results showed that obstacles and shortcomings measurement has are significant level of P<0.5 and alpha coefficient is obtained 0.715 and questionnaire to assess the qualitative achievements of the plan has a significant level P<0.5 and Alpha as 0.587. Results showed achievements for researcher teacher is far greater than non- researcher teachers and administrators. Furthermore, researcher teachers and administrators have participated more than non-researcher ones in holding briefings, workshops and council meetings teachers but no significant differences appears in participation between the two groups of teachers in workshops and council meetings there. Non-Researcher teachers and administrators state that obstacles and shortcomings of non-researcher teacher's plans are more than researcher teachers and administrators. However, both group almost are deployed similarly the first six obstacles as priorities 1 to 6.