Marsa Azar; Fariba Karimi; Mohammad Ali Nadi
Abstract
Purpose: University administrators in the role of instructors support employees to develop the performance of the organization. The aim of this research was to create and validate organizational coaching assessment tool for university administrators in the country.Methodology: The method of the present ...
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Purpose: University administrators in the role of instructors support employees to develop the performance of the organization. The aim of this research was to create and validate organizational coaching assessment tool for university administrators in the country.Methodology: The method of the present research was descriptive-survey and the statistical population included middle managers of Islamic Azad universities in Iran in the academic year 2019-2020. The sampling method was random stepwise. The researcher by analyzing authoritative scientific sources focusing on organizational and managerial coaching with the opinion of experts, prepared the items of organizational coaching assessment tool and then a questionnaire was determined by 100 middle managers of Islamic Azad universities based on their number in the chart of 5 universities was performed. Confirmatory factor analysis technique and Structural equation modeling approach used with SPSS software version 23 and Smart PLS 3 software were used to analyze the data.Findings: A researcher-made questionnaire with 50 items was designed and create to assess the coaching of university administrators. Convergent validity was higher than 0.5 for all items of the questionnaire and therefore acceptable. The Cronbach's alpha coefficient values for all items were greater than 0.7, which showed the high measurement accuracy of the coaching tools of university administrators, and finally all items of the questionnaire were approved. Conclusion: Based on the findings, university managers can use the questionnaire designed as a suitable tool for measuring coaching to develop staff performance and improve himself management and leadership skills in the organization.
Parvaneh Kahrizi; Batoul Faghiharam; Alireza Sadeghi; Amir Hossein Mehdizadeh; Hasan Shabani
Abstract
Purpose: The aim of this study was to design and validate the optimal model of multicultural teaching for teachers of Islamic Azad University of Kermanshah. Methodology: In this study, a mixed exploratory approach (qualitative-quantitative) and interview research method were used. The study population ...
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Purpose: The aim of this study was to design and validate the optimal model of multicultural teaching for teachers of Islamic Azad University of Kermanshah. Methodology: In this study, a mixed exploratory approach (qualitative-quantitative) and interview research method were used. The study population in the qualitative section included curriculum specialists, educational psychologists, sociologists and masters of the Islamic Azad University of Kermanshah and new internal and foreign theoretical foundations. The sampling method was purposeful and snowball type and the sample size reached 27 people after reaching theoretical saturation and 19 sources was studied based on the criterion-based sampling method. The statistical population in the quantitative part included curriculum specialists, educational psychologists ,sociologists and masters of the Islamic Azad University of Kermanshah province. The stratified random sampling method was used and the sample size was 280 based on Cochran's formula. Data were collected in the qualitative part through semi-structured deep interviews and in the quantitative part through a researcher-made questionnaire. Qualitative findings were obtained by content analysis method and MaxQDA software. Findings The findings showed that the multicultural teaching model consists of 10 dimensions and 29 components, based on which the obtained dimensions include goals (behavioral, ethical, perception); Content (organization, presentation methods); teaching educational activities and learning experiences (teaching behavior, teaching method, role and tasks of the teacher, features of multicultural teaching, consequences of multicultural teaching); Teachers' perception of multicultural teaching (scope of the teacher's thinking, teacher flexibility, macro-policies of the human resources education system, practical and theoretical concept of multicultural teaching); Evaluation (types and principles); Grouping (attention to group homogeneity, group heterogeneity, attention to cultural differences, number of group members, attention to gender, attention to age, attention to individual differences); Obstacles and problems (functional, structure); Time and place characteristics (physical characteristics, equipment, duration); Learning materials and resources (characteristics and types of resources); Criteria for learning activities (challenges and strengths) (All of which were higher than the criterion (3%)) was identified and led to the design of a favorable model of multicultural teaching for masters of the Islamic Azad University of Kermanshah. In order to validate this model factor analysis and structural equations using Smart PLS3 software were used.. Conclusion: Designing a multicultural teaching model for teachers of Kermanshah Azad University has a good reputation.
