Social Sciences
Lida Esmaili; Akhtar Jamali; Nadergholi Ghorchian
Abstract
Objective: The human resources of any organization is a determining factor in its organization, and improving social intelligence in the human resources of educational organizations can improve the quality of education and learning services. Therefore, the current research was conducted with the aim ...
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Objective: The human resources of any organization is a determining factor in its organization, and improving social intelligence in the human resources of educational organizations can improve the quality of education and learning services. Therefore, the current research was conducted with the aim of identifying and analyzing the dimensions and components of improving social intelligence among the faculty members of Farhangian University.Method: The method of this study was mixed (qualitative-quantitative). The research population in the qualitative part was the experts in the fields of educational management, cultural management, human resources management and social psychology in 2021 year and in the quantitative part was the faculty members of Farhangian University of Tehran in the 2021-2022 academic years. The sample of the research in the qualitative part according to the principle of theoretical saturation were determined 20 people who these people were selected by purposeful sampling method and in the quantitative part according to Cochran's formula were determined 260 people who these people were selected by stratified random sampling method based on the field of study. Data in the qualitative part were collected by semi-structured interview and analyzed by content analysis method in MAXQDA software and in quantitative part were collected by researcher-made questionnaire and analyzed by exploratory factor analysis and structural equation modeling methods in SPSS and Smart PLS software.Results: The findings of the qualitative part showed that the social intelligence among the faculty members of Farhangian University has 55 indicators, 9 components and 3 dimensions including individual characteristics (with the components of personality characteristics and evaluation), social knowledge and technology (with the components of knowledge application, information technology application and educational technology) and social skills (with the components of internal and external relations, public relations, ability in a specialized field and management skills). The findings of the quantitative part showed that the factor load, content validity, average variance extracted and reliability of dimensions and components were confirmed. In addition, the social intelligence model on all three dimensions of individual characteristics, social knowledge and technology and social skills and each of the three mentioned
Jamileh Sharaf; Nadergholi Ghorchian; Kolsom Nami; Mahmoud sabahi zadeh
Abstract
Purpose: A Saleh school is a school for the realization of a good life and the attainment of a healthy society. Therefore, the aim of the present study was designing and validating the Saleh school establishment model.Methodology: The present study in terms of time was cross-sectional and in terms of ...
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Purpose: A Saleh school is a school for the realization of a good life and the attainment of a healthy society. Therefore, the aim of the present study was designing and validating the Saleh school establishment model.Methodology: The present study in terms of time was cross-sectional and in terms of purpose was applied. The research population was the experts of Saleh School of the Hormozgan province in 2021 year, which according to the principle of theoretical saturation number of 17 people of them by purposive sampling were selected as the sample. Data were collected through semi-structured interviews and analyzed by coding method in MAXQDA software.Findings: The findings showed that for Saleh school establishment model were identified 546 concepts in 29 subcategories and 14 categories. The categories were include promoting the status of education and its elements (with two sub-categories: promoting the status and value of education and promoting status of teachers and principals), management and performance improvement (with four sub-categories: attention to school management, coordination and communication, promotion of supervision and promotion of relationships and behaviors in school), politics, structure and administrative system (with two sub-categories: attention to policy issues and structure and promotion of the administrative system), attention to religious education (with one sub-category: attention to religious and national education), resources, space and equipment (with three sub-categories: attention to the issues and requirements of the physical space of the classroom and school, financing and utilization of equipment and technologies), utilization of capacities and attention to needs (with two sub-categories: attention to capacities and ecology of areas and need-based), human resources (with three sub-categories: utilizing capable human resources, empowering and motivating and attracting and employing), program and goal oriented (with four sub-categories: attention to national and local curriculum, attention to goal and program oriented, institutionalizing the value and importance of the document and operationalizing objectives and components of the transformation document), attention to quality and outcomes of the educational system (with two sub-categories: attention to consequences and outputs of educational system and enriching and improving the quality of school programs and activities), attention to experiences and research (with two sub-categories: using new perspectives and national and international experiences and research-oriented in the educational system), stakeholder and elite participation (with one subcategory: stakeholder and elite participation), individual differences (with one subcategory: observe individual differences), flexibility (with one subcategory: flexibility in the face of change) and teaching methods (with one subcategory: teaching methods), which according to the categories and subcategories the Saleh school establishment model was designed. Also, the content validity ratio of 0.84 and the content validity index of 0.89 according to experts' opinion indicated the appropriate validity of the Saleh school establishment model.Conclusion: According to the identified categories and subcategories of the Saleh school establishment model in this research, education managers and planners can take an effective step to evaluate the realization of the Saleh school and the effort to establish it.
Neda Mohseni; Mohammadali Hoseini; Nadergholi Ghorchiyan
Abstract
Purpose: In educational systems, educational and behavioral issues are important categories whose radius of conflict and influence go beyond the framework of formal education and cover the whole life. In this direction and in the field of behavioral issues, there are lifelong approaches that can be considered ...
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Purpose: In educational systems, educational and behavioral issues are important categories whose radius of conflict and influence go beyond the framework of formal education and cover the whole life. In this direction and in the field of behavioral issues, there are lifelong approaches that can be considered and investigated, which should not be hidden or sidelined by the authorities. One of these approaches is home-school interaction. According to the opinion of researchers, the first step of the education process is to establish a relationship. And the final step is to ensure the reliability of relationships and communications. Effective and strong communication between home and school and increasing parental participation is considered essential, and one of the consequences of improving the qualitative and quantitative level of school interaction is the prevention of social misbehavior of students (especially teenagers). Misbehaviors and communication-social challenges can affect social relationships in verbal and non-verbal interactions, play, understanding the goals and intentions of others, emotion regulation, learning skills and other dimensions and fuel wide behavioral problems. The aim of this study was to identify the factors that promote school-family interaction in the prevention of adolescent social abuse.Methodology: The methodology of qualitative research was based on data theory (grounded theory) and content analysis of books and related articles.The statistical population consisted of 10 specialists who did research in the field of educational management and were experts, thinkers and professors in the field of educational management and educational sciences at the university, and were interviewed. The sampling method was purposive. Qualitative data analysis was performed using a coding process based on the systematic design of the data theory strategy of the Corbin and Strauss Foundation (2008). According to this plan, the required data were collected and counted by open coding, axial coding, selective coding of categories, and subcategories. The analysis software was MAXQDA 2018.Findings: After reviewing and matching these codes and removing duplicate codes, common codes were determined and categories were reviewed with the background and theoretical foundations of matching and common concepts. After performing the open coding operation, in the axial coding stage, common and similar concepts (codes) were semantically determined and classified. Finally, the model of promoting school-family interaction in the prevention of adolescent social abuse was validated by experts.Conclusion: The model includes causal conditions: structural factor and cultural factor Strategies: expanding the possibility of parental involvement, expanding professional ethics, setting rules and regulations and creating a culture of consequences: social factors, educational factors; Background: Students' experiences, managerial deficiencies, family educational role and intervention conditions include: Lack of cooperation with the family with educators, lack of family financial resources, lack of specialized staff. K