Mahin Nouri Nokhandan; Mohammad Karimi; Mahmoud Ghorbani; Ahmad Zandedel
Abstract
Purpose: The aim of this research was designing a model for increasing organizational justice with the approach of cultural ethical values in education staff. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research ...
Read More
Purpose: The aim of this research was designing a model for increasing organizational justice with the approach of cultural ethical values in education staff. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the managers and deputies of the weekly districts of Mashhad and in the quantitative section were the education staff of the weekly districts of Mashhad in the 2019-20 academic years. The research sample in the qualitative section was 30 people who were selected according to the principle of theoretical saturation by available sampling method and in the quantitative section were 257 people who were selected by stratified random sampling method. Data were collected by methods of phishing, interviews and researcher-made questionnaire whose face validity and structure were confirmed and its reliability was obtained by Cronbach's alpha method for all dimensions above 0.80. Data of in the qualitative section were analyzed by Delphi method and in the quantitative section were analyzed by descriptive statistical indicators and structural equations in SPSS-26 software. Findings: The findings of the qualitative section showed that organizational justice has four components of distributive (4 subscales), procedural (3 subscales), interactive (2 subscales) and linguistic (2 subscales) and cultural ethical values has four components of cultural values (3 subscales), ethical leadership (4 subscales), professional ethics (3 subscales) and ethical atmosphere (2 subscales). The findings of the quantitative section showed that the components of both factors were confirmed, subscales and components had a significant effect on the model of increasing organizational justice with the approach of cultural ethical values and the model had appropriate fitness indicators. Conclusion: Based on the results, the final model of increasing organizational justice with the approach of cultural ethical values in education staff that this model can have practical implications for education professionals and use it to improve the education organization.
Ali Asghar Hosseinmardi; Shohreh Ghorban Shiroodi; Mohammad Reza Zarbakhshbahri; Taher Tizdast
Abstract
Purpose: The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.Methodology: This study was a descriptive from type of correlation. The study population ...
Read More
Purpose: The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.Methodology: This study was a descriptive from type of correlation. The study population was senior male students of districts 2 and 5 of Tehran city in the academic years of 2018-19. The sample size was estimated 604 people who were selected by multi-stage cluster sampling method. The research tools were included the academic engagement questionnaire (Fredericks et al, 2004), school engagement scale (Viga, 2016), school belonging scale (Arslan & Duru, 2017), academic achievement motivation questionnaire (Hermans, 1970) and average of the previous semester as an indicator of academic achievement. Data were analyzed with using Pearson correlation coefficients and path analysis methods in SPSS and AMOS software.Findings: The findings showed that the mode of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation had a good fit. Also, all three variables of academic engagement, school engagement and school belonging on academic achievement motivation and academic achievement and the variable of academic achievement motivation on academic achievement had a direct and significant effect (P<0.05). In addition, academic engagement, school engagement and school belonging by mediated the academic achievement motivation had an indirect and significant effect on academic achievement (P<0.05).Conclusion: According to the results to increase and promote academic achievement, it is possible to provide the basis for improving the academic engagement, school engagement, school belonging and academic achievement motivation.
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 ...
Read More
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
Gholamreza Bakhtiyari Ramezani; Mohammad Sahebalzamani; Mostafa Niknami
Abstract
Purpose: Considering the importance of finding talent in schools, the purpose of this research was identifying the dimensions and components of constituents and effective factors on discovery and support of the talents of junior high school students in deprived areas.
Methodology: The current study ...
Read More
Purpose: Considering the importance of finding talent in schools, the purpose of this research was identifying the dimensions and components of constituents and effective factors on discovery and support of the talents of junior high school students in deprived areas.
Methodology: The current study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was finding talent documents and universal and non-universal experts in the field of finding talent in Tehran city in 2020 year, which 15 finding talent documents and 20 people of experts according to the principle of theoretical saturation were selected as a sample by using the purposeful sampling method. The research tools were note-taking of documents and semi-structured interviews with experts, which their formal and content validity was confirmed by the opinion of experts and its reliability was obtained by the agreement coefficient method between two coders 0.79. Finally, the data were analyzed by open, axial and selective coding method in MAXQDA software.
Findings: The findings showed that the discovery and support of the talents of students had a one dimension of finding talent and supporting it (with four components of talent attraction, talent discovery, talent development and training, and talent maintenance and preservation). Also, the effective factors on discovery and support of students had six dimensions of structural factors (with three components of culture, education and manager's support), family factors (with three components of family economic facilities, physical facilities and educational and occupational status of parents), social factors ( with two components of communication and social responsibility), individual factors (with four components of self-confidence, trustworthiness, risk-taking and self-motivation), environmental factors (with two components of school and teacher) and contextual factors (with two components of student age and student gender).
Conclusion: Considering to the dimensions and components of constituents and effective factors on discovery and support of the talents of junior high school students in deprived areas, officials, managers and planners can use them to discover and support the talents of the students
Fatemeh Rahimpour; Mehri Daraei; Amin Rahimikia
Abstract
Purpose: The purpose of this study was to design an E-learning model in Payame Noor University of Lorestan.Methodology: The present research method was integrated (qualitative-quantitative) and practical in terms of implementation. The qualitative research community included university experts from Khorramabad ...
Read More
Purpose: The purpose of this study was to design an E-learning model in Payame Noor University of Lorestan.Methodology: The present research method was integrated (qualitative-quantitative) and practical in terms of implementation. The qualitative research community included university experts from Khorramabad city in the academic year of 2019-2019, and 40 people were selected based on the rule of theoretical saturation and by purposive sampling method. The statistical population of the quantitative part included 552 university professors in Shahram Khorramabad in the academic year 2020-21. The tools of the qualitative part of the interview and the quantitative part of the questionnaire were made by the researcher. The validity of the qualitative part of the tool was done with face validity, and the reliability was 0.82 with the agreement coefficient between the coders. Also, in the quantitative part of the research, formal validity and reliability were obtained with Cronbach's alpha of 0.85. The analysis of the qualitative part was done with the coding method in MAXQDA3 software and the quantitative part was done with the partial least squares method in Pls smart3 software.Findings: In the qualitative section, 5 components (content, evaluation, technical infrastructure, planning and learning environment) and 41 indicators were identified for the e-learning model. Based on the results of the quantitative part, the factor load, which is the correlation coefficient between the implicit variable (e-learning) and the obvious variables in a model, is related to planning (0.74), content compilation (0.63), evaluation (0.58), respectively, technical infrastructure (0.51) and learning environment (0.5). Also, according to the results of structural equation modeling, the planning component with a coefficient of 0.42, content compilation with a coefficient of 0.21, evaluation with a coefficient of 0.18, technical infrastructure and learning environment with a coefficient of 0.14 respectively had the greatest effect on e-learning.Conclusion: Covid-19 showed that e-learning is the necessity of the educational system in the future. Therefore, the first step is to seek opinions from professors and experts to identify and solve the challenges of e-learning and plan for the implementation of this system in the higher education system according to the components of content, evaluation, technical infrastructure, planning and learning environment.
Molook Tahmasebi; Seyed Ahmad Ahamadi
Abstract
Purpose: Kindergarten is a place for care, talent recognition, emotional, physical, intellectual, behavioral (social) speech development and development of children's creativity in preschool age. Today, preschool education has become more important and sensitive than ever.Methodology:This study ...
Read More
Purpose: Kindergarten is a place for care, talent recognition, emotional, physical, intellectual, behavioral (social) speech development and development of children's creativity in preschool age. Today, preschool education has become more important and sensitive than ever.Methodology:This study was applied in terms of purpose and combined in terms of method and nature. The statistical population of this study consisted of three parts: one by experts and cultural experts of the Welfare Organization and the second part included all managers and educators of kindergartens in Iran and the third children's families in 2015. - They were 2014-15. 15 people in the qualitative part of the analysis were selected using Delphi method and in the quantitative part 384 people were selected as the sample using Cochran's formula. The research measurement tools were three inrich family satisfaction questionnaires (1997), Fordais happiness (1997), and Dachanchi children's adjustment (1998), which was used. To measure the validity of the questionnaires, Cronbach's alpha was calculated from the content method and to determine its reliability, the value was estimated to be 0.891 for the parent questionnaire, 0.841 for the managers 'and experts' questionnaire and 0.926 for the teacher's questionnaire. Data analysis was performed using correlation and regression tests to answer the questions, t-test was two samples and analysis of variance was used to compare the mean responsiveness of independent groups using 23SPSS software.Findings: The results of Kolmogorov-Smirnov test showed that the research data are normal distribution. Also, the results of analysis of variance and independent t-test and correlation and regression test showed that the performance of educators has a significant effect on parental satisfaction and children's adjustment; also, the performance of educators has a significant effect on the performance of kindergartens, and finally, the performance of educators has a significant effect on the profitability of kindergartens.Conclusion: Based on this, the performance management model of educators is a comprehensive, complete and new plan in kindergartens in Iran, which has a positive effect on parental satisfaction, kindergarten performance, kindergarten profitability and children's adaptation to this environment.
Mohammad Amin Amini Harandi; Mehdi Rashidi
Abstract
Purpose: The aim of this study was to identify and extract the key dimensions and components of competency needed by capital market managers, analysis and analysis of competency development systems of these managers and finally provide a conceptual model of capital market managers indicators.Methodology: ...
Read More
Purpose: The aim of this study was to identify and extract the key dimensions and components of competency needed by capital market managers, analysis and analysis of competency development systems of these managers and finally provide a conceptual model of capital market managers indicators.Methodology: This study was conducted in two qualitative and quantitative dimensions. In the qualitative dimension, the statistical population of elites and specialists related to management were in the stock market of Tehran Stock Exchange who had executive records in decision-making levels. Qualitative research was selected and participated in the interview process. Targeted sampling method was used and 26 people were selected as interviewees. To analyze qualitative data, the research was used through content analysis and in a quantitative dimension, statistical population including all Active managers in the Tehran Stock Exchange, the sample size of which was obtained through the Cochran's formula of 225 managers and collected through a data encyclopedia, were then analyzed by SPSS and SLS software.Findings: According to the literature and statistical analysis, the competency model of capital market managers includes three dimensions and 26 components, which include general knowledge and skills, including components of strategic thinking, human resource management, project management, conflict management, Knowledge management is the delegation of authority, decision-making, personal learning and development, consequentialism and change management, then knowledge and expertise skills include components of systems management and financial processes, strategic financial program management, program Financial and budgeting, investment evaluation, cost-benefit analysis, cost and revenue management, audit and financial assurance, and individual and personality dimensions including self-management components, self-confidence, external Capitalism is creative thinking, building trust, flexibility and adaptability, systemic thinking, ethics and commitment.Conclusion: Therefore, considering the importance of the capital market as well as the competencies of managers for success, the mentioned model is used for decision makers and consultants in order to select managers in the capital market.
Maryam Bagheri Marghi; Saeed Alizade; Reza Sorani Yancheshmeh
Abstract
Purposes: The purpose of this study was to analyze, rank and evaluate the competency components of the departments of Islamic Azad University. Methodology: The present study was applied in terms of purpose and mixed (exploratory) in terms of data collection. The present study population consisted of ...
Read More
Purposes: The purpose of this study was to analyze, rank and evaluate the competency components of the departments of Islamic Azad University. Methodology: The present study was applied in terms of purpose and mixed (exploratory) in terms of data collection. The present study population consisted of all department heads of Islamic Azad University, Science and Research Branch in the academic year of 1997-98, and 201 people were selected using stepwise cluster sampling. To compile the components, review of documents as well as semi-structured interviews have been used as data collection tools. To analyze the findings, content analysis method was used by categorization method. Also, in order to comprehensively identify the main and sub-components of competency of managers of educational groups, 48 study units in the field of competence components of managers were randomly selected and studied, and also semi-structured interviews with 10 people. Competency experts and department heads were selected and purposefully selected. Result: The results showed that the competencies of department heads include three main parts of managerial, social and personal competencies and 9 main components of perceptual, leadership, decision making, executive, communication, teamwork, people management, characteristics are personality and moral characteristics. Ranking and determining the importance of each component and subcomponent using AHP method. The ranking coefficients of the components are ranked in order of: managerial competencies (leadership, 0.388; perceptual, 0.268; executive, 0.210 and decision-making, 0.134), social competencies (management) Individuals, 0.445; communication, 0.294 and teamwork, 0.261), and individual competencies (personality traits, 0.703 and moral characteristics, 0.297) were identified. Also, with Demetel method, the criteria of managerial competence and social competence are the effective components and individual competence of the criterion is effective. Discussion: Trying to work with the inside of others to replace them with a different competition; Creating cohesion among the members of the educational group, accepting the responsibility of growth and excellence of activities in the group and supporting all of them; Creating a safe and acceptable environment for information with faculty members; Availability for faculty members There are examples of necessary rumors.
Sakine Khatoon Ghazanfari; Reza Yoosefi Saeedabadi; Vahid Fallah
Abstract
Purpose: The purpose of this study was to model the relationship between human resource management system and appointment based on the competence of managers in the higher education system. Methodology: The research method was a combination of mixed (quantitative-qualitative) exploratory type. In the ...
Read More
Purpose: The purpose of this study was to model the relationship between human resource management system and appointment based on the competence of managers in the higher education system. Methodology: The research method was a combination of mixed (quantitative-qualitative) exploratory type. In the qualitative section, the statistical population included university deputies in the department of management and resources development (support) of higher education centers in Mazandaran province. Using the "rich information samples" sampling method with 20 deputies by Delphi method and using semi-structured questionnaires; an interview was conducted. The statistical population of the study, in a small part, included the faculty members (instructor, assistant professor, associate professor and full professor) of higher education centers in Mazandaran province in the academic year 2018- 19. People were selected as the research sample. The data collection tools in the quantitative part were human resource management questionnaires and the desired appointment of managers. The face and content validity of the questionnaire was confirmed by experts and the reliability of the questionnaires was calculated and accepted through Cronbach’s alpha coefficient. Data analysis was performed using exploratory and confirmatory factor analysis with Spss and Amos software. Results: The results of the qualitative section indicated that the human resource management system had eight dimensions and the appointment of competency-based managers had twelve dimensions. The results of the quantitative section showed that all aspects of the human resource management system and the appointment of managers based on competence were approved. Conclusion: Based on the research findings, the optimal appointment of managers in educational centers leads to the strengthening and proper functioning of human resources and consequently the high efficiency of the educational system.
Hamid Rezaei; Mahsa Zamani
Abstract
Purpose: The aim of this study was to investigate the relationship between illustration management motivation and Ava behavior with the modulatory role of self-efficacy and self-monitoring of physical education teachers in Golestan province. Methodology: This was a descriptive-correlational ...
Read More
Purpose: The aim of this study was to investigate the relationship between illustration management motivation and Ava behavior with the modulatory role of self-efficacy and self-monitoring of physical education teachers in Golestan province. Methodology: This was a descriptive-correlational study that was conducted as a survey. The statistical population of the study included physical education teachers in Golestan province with a volume of 1840 people, of which 318 as a sample using Krejcie-Morgan table and sample method. Simple random sampling was selected. To collect the data, Choi et al. (2015) Imaging Management Motivation Questionnaire, Zuhair and Erdogan Staff Voice (2011), Betz Self-Efficacy (2004) and Choi et al. (2015) Self-Supervision Questionnaire were used to collect data. Data analysis was performed using structural equation modeling with Smart PLS software. Results: The results of the analysis showed that there was a significant relationship between image management motivation and Ava behavior. Also, there was a significant relationship between image management motivation and Ava behavior with self-efficacy modulatory role, but there was no significant relationship between image management motivation and Avabehavior with self-regulatory moderation role. Conclusion: Based on the research findings, the variable of motivation of illustration management explains and predicts the behavior of sound, ie increasing the motivation of teachers' illustration management increases their behavior and vice versa.
Mohammad Zarean Dolatabady; Badri Shahtalebi; Reza Jafari Harandi
Abstract
Purpose: The present study was conducted with the aim of presenting the model of organizational citizenship behavior of Iranian public school teachers.Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative based on grounded theory. The research ...
Read More
Purpose: The present study was conducted with the aim of presenting the model of organizational citizenship behavior of Iranian public school teachers.Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative based on grounded theory. The research population was Iranian education experts in 2020 year. The sample size was estimated according to the principle of theoretical saturation 28 people who were selected by purposive sampling method after reviewing the inclusion criteria. To collect data were used from semi-structured interview which its validity was confirmed by the triangulation method and its reliability was estimated by the agreement coefficient method between the two coders 0.83. Data were analyzed by open, axial and selective coding method based on grounded theory in MAXQDA software.Findings: The results showed that the organizational citizenship behavior of Iranian public school teachers had 178 concepts and 23 sub-categories in 12 main categories. In the central phenomenon of teachers' organizational citizenship behavior, were identified the two main categories of strategic changes of education system (with two sub-categories of keeping up with new changes and developments and the growth of moral values and spirit of self-sacrifice) and organizational developmentalist attitudes (with two sub-categories of development of participatory functions and external development of an efficient education system) as causal conditions, three main categories of organizational leadership characteristics (with two sub-categories of leaders' benevolent tendencies and effective and dynamic leadership behaviors), individual characteristics of followers (with two sub-categories of ideal values and behavioral norms) and organizational characteristics (with two sub-categories of value-oriented organizational culture and compassion-oriented organizational climate) as underlying conditions, two main categories of collective capital (with two sub-categories of social psychological capital and public culture) and value change (with two sub-categories of pluralistic values growth and socio-cultural growth) as intervening conditions, three main categories of organizational strategies (with two sub-categories of staff training and motivating organizational culture), management strategies (with one sub-category of effective leadership) and community-based strategies (with two sub-categories of representing role of Farhangian and development of public culture) as strategies and two main categories of individual (with two sub-categories of psychological consequence and development of individual pragmatism) and socio-organizational (with two sub-categories of transcendental organization and social dynamism) as outcomes. Finally, a paradigm model of organizational citizenship behavior of Iranian public school teachers was designed.Conclusion: According to the results of the present study, planning is necessary to improve the organizational citizenship behavior of Iranian public school teachers through the concepts and main and sub categories.
Mohammad Ali Bayati; Saeed Sayadi; Ebrahim Givaki; Sanjar Salajeghe; Amin Nikpour
Abstract
Purpose: Organizations, as intermediate links between people and society, are important and fundamental components of today's human social body, which need people and society to survive and continue their activities. In the traditional perspective, the focus of the governance makers is based on maximizing ...
Read More
Purpose: Organizations, as intermediate links between people and society, are important and fundamental components of today's human social body, which need people and society to survive and continue their activities. In the traditional perspective, the focus of the governance makers is based on maximizing the profit of the shareholders, and for this purpose, they seek to establish laws to structure the relations between the board of directors, shareholders and managers and to resolve possible conflicts between them, but in the new perspective, the perspective goes further and is based on It is necessary to consider the consequences of the organization's governance decisions in all stakeholders and all economic, social and environmental dimensions. Social responsibility is a relatively new management paradigm that emphasizes creating a responsible and committed business. Therefore, the present study was conducted with the aim of presenting a social responsibility model with using the meta-combined method.Methodology: This study in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative with using the meta-combination method. The research population was resources related to social responsibility in the last 20 years, which from among 200 available articles according to the desired criteria and the 3 stages of refinement, number of 42 articles were selected as a sample by purposive method. Data were collected by reviewing documents and taking notes from articles, which the reliability of the findings was obtained using the agreement coefficient between the two coders 0.86 and finally, the data were analyzed by themes analysis method in MAXQDA-10 software.Findings: Findings of the present study showed that social responsibility had 65 indicators, 41 categories and 7 dimensions, that were included economic (6 categories), ethical (8 categories), environmental (8 categories), staff (6 categories), regulatory institutions (5 categories). society (5 categories) and governing institutions (3 categories). Finally, the social responsibility model with using the meta-combined method was designed.Conclusion: The results of the present study indicated the 7 dimensions of economic, ethical, environmental, staff, regulatory institutions, society and governing institutions for the social responsibility model. Organizational officials and managers with the help of the identified dimensions in the present study can provide the basis for improving social responsibility in their organization.
Horiyeh Rezagholi; Shahin Abdolmaleki; Fatemeh Khodadadi
Abstract
Purpose: Considering the importance of behaviors related to academic health in students, the present research was conducted with the aim of explaining the contribution of personality dimensions in academic health promoting behaviors.
Methodology: This study was a descriptive-analytical from type of ...
Read More
Purpose: Considering the importance of behaviors related to academic health in students, the present research was conducted with the aim of explaining the contribution of personality dimensions in academic health promoting behaviors.
Methodology: This study was a descriptive-analytical from type of correlation. The research population was female students of second high school period of Karaj city in the academic years of 2020-21. The research sample was estimated 150 people who were selected by cluster random sampling method. To collect data were used from the personality traits inventory (Costa and McCrae, 1992) and promoting educational health academic lifestyle behaviors questionnaire (Salehzadeh, Shokri and Fathabadi, 2018). Also, for data analysis was used from the methods of multiple regressions with stepwise model in SPSS software.
Findings: The findings showed that the dimensions of extroversion, neuroticism and conscientiousness could explain 14% of the changes of academic resilience, among the personality dimensions, only the extroversion dimension could explain 14% of the changes of academic optimism, among the personality dimensions, only the extroversion dimension could explain 8% of the changes of academic engagement among the personality dimensions, only the extroversion dimension could explain 3% of the changes of academic buoyancy and the dimensions of extroversion, openness to experience and agreeableness could explain 22% of the changes of mastery goal orientation (P<0.01).
Conclusion: According to the obtained results, planning seems necessary to improve academic health promoting behaviors based on personality dimensions, especially through increasing extroversion with using educational workshops
Mahmood Taajobi; Parvaneh Mohammadi; Mohsen Ahmadi
Abstract
Purpose: The present research was conducted with the aim of investigating the relationship between talent management and organizational socialization with psychological capital.Methodology: Descriptive research method is correlation type. The statistical population included all primary school teachers ...
Read More
Purpose: The present research was conducted with the aim of investigating the relationship between talent management and organizational socialization with psychological capital.Methodology: Descriptive research method is correlation type. The statistical population included all primary school teachers in Saqqez city in the academic year of 2020-21. Using the random cluster sampling method, 278 teachers were randomly selected for the study. To collect research data, three standard questionnaires of talent management (Cunningham, 2007), organizational sociability (Taormina, 1997) and psychological capital (Luthans, Youssef, Avolio, 2007) were used. Pearson's correlation coefficient and structural equation model were analyzed in Lisrel and SPSS statistical software.Findings: The results showed that the relationship between talent management and psychological capital (0.28) with a T-statistic of 4.29 is positive and significant (P<0.01), as well as the relationship between organizational socialization and psychological capital (0.64) with a t-statistic of 7.36 was positive and significant (P<0.01).Conclusion: According to the findings of the present research, one of the factors affecting psychological capital can be talent management and organizational socialization.
Mehrnoush Khodadad Hoseini; Sanaz Ashkan
Abstract
Purpose: The aim of this research was determining the effectiveness of teachers' metacognitive knowledge enhancement program instruction on academic performance and fostering creativity of elementary students. Methodology: This study was semi-experimental with pretest and posttest design with control ...
Read More
Purpose: The aim of this research was determining the effectiveness of teachers' metacognitive knowledge enhancement program instruction on academic performance and fostering creativity of elementary students. Methodology: This study was semi-experimental with pretest and posttest design with control group. The research population was all third to fifth grades of elementary students of district one of Tehran city in 2016-17 academic years. The research sample was 120 students who were selected by cluster random sampling method and with method of simple random replaced into two equal groups (60 people in experimental group and 60 people in control group). The experimental group trained in metacognitive knowledge enhancement program instruction for 8 sessions of 2 hours and the control group did not received any training. The research instruments were the questionnaires of academic performance (Torrance, 1974) and fostering creativity (Pham and Taylor, 1999). Data were analyzed by multivariate analysis of covariance method in SPSS-22 software. Findings: The findings showed that there was a significant difference between the experimental and control groups in both variables of academic performance and fostering creativity. In the other words, teachers' metacognitive knowledge enhancement program instruction led to increased academic performance (all its components including self-efficacy, planning, emotional effect, lack of outcome control and motivation) and fostering creativity (all its components including flexibility, fluency, elaboration and originality) of elementary students (p < 0.05). Conclusion: Based on the results, teachers can use the teachers' metacognitive knowledge enhancement program instruction along with other educational methods to improve academic performance and fostering creativity of elementary students.
Azam Jafarzadeh; Asghar Soltani; Badrosadat Daneshmand
Abstract
Purpose: The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments. Methodology: The research method was phenomenology in which the faculty members' perceptions of interaction with students were ...
Read More
Purpose: The purpose of the present study was to examine the faculty members' lived experience of faculty-student interaction strategies in the academic environments. Methodology: The research method was phenomenology in which the faculty members' perceptions of interaction with students were examined. The statistical population of study consisted of 81 faculty members of the Faculties of Science and Physics of Shahid Bahonar University of Kerman during the 2018-2019 academic year. By purposeful sampling and theoretical saturation procedure, 18 individuals were selected as the sample. Interview questions were prepared through in-depth research on the subject of faculty-student interactionand the interviews were semi-structured. The three-step coding method including open, axial, and selective codingwas used for data analysis. Results: The findings showed that the conditions for the formation of the student-student interaction included the contextual and enhancing factors such as student perception of the subject, holding of debugging hours, motivation in the faculty and student, and reducing factors such as the nature of course theory, the student's low academic level, high volume of practical work, limited time, and lack of self-confidence. The results also showed that student engagement strategies and methods were included general, conditioned, and studentinteraction strategies. In addition, the consequences of adopting faculty-student interaction strategies also includedstudent-centered outcomes such as scientific, personality, social, occupational, as well as faculty-based outcomes such as gaining experience, updating faculty’s information and knowledge, inner satisfaction, and feedback was provided to identify strengths and weaknesses. Conclusion: The results have important implications for higher education curriculum planners in order to improve the areas of faculty-student interaction. Accordingly, it is necessary to use interactive content with a practical and collaborative nature, and teaching methods based on different interactive strategies, and planning to provide more student access to the faculty through out-of-class activities and provide more opportunities for students to communicate with the faculty members on a more personal level.
Saeed Bahkshizadeh; Heidar Toorani; Ali Khalkhali
Abstract
Purpose: The aim of this study was to investigate the educational policy in non-governmental financial institutions in order to present a appropriate model.Methodology: The research method, in terms of developmental purpose and in terms of the type of consecutive exploratory data, was performed in the ...
Read More
Purpose: The aim of this study was to investigate the educational policy in non-governmental financial institutions in order to present a appropriate model.Methodology: The research method, in terms of developmental purpose and in terms of the type of consecutive exploratory data, was performed in the qualitative part by the data method and in the quantitative part by the descriptive survey method. The statistical population included 3850 people in the qualitative part of a number of experts and in the quantitative part of all managers, deputies and staff members of institutions. In the qualitative section, 12 people were selected by snowball method and in the quantitative section, 384 people were selected by cluster and random method according to Krejcie and Morgan table. The research tool was a researcher-made questionnaire that had a slight appearance, content and structure. Also, CVR was confirmed with a coefficient of 0.846 and its reliability was confirmed with a coefficient of 0.871 and the data were analyzed.Findings: The results showed that the dimensions and components of the model are: 1- Emphasis on strategic factors (scientific and skill abilities of policy makers, emphasis on realism in policy formulation, the impact of political parties on policy formulation, the impact of culture and society in Policy formulation) 2- Emphasis on supportive factors (use of national support, use of scientific community, use of support of government institutions and bodies) 3- Attention to educational quality (emphasis on evaluation in policy formulation, attention to staff growth, Emphasis on educational and research factors) 4- Paying attention to educational infrastructures and facilities (providing educational facilities, reforming organizational structure, fair distribution of budget) 5- Paying attention to multiple development (economic, political, social, cultural and scientific development) 6- Paying attention to the effects of policy implementation (educational growth, growth of human and moral values, creating the ground for justice distribution).Conclusion: Considering the root value of estimating the variance of the approximation error for each dimension which is equal to 0.063, 0.075, 0.063, 0.099, 0.093 and 0.081, respectively, the resulting model has a suitable structure.
Samaneh Dehghanzadeh; Sakineh Jafari
Abstract
Purpose: The aim of the present study was to identify the components of citizenship rights education in the educational system of the country from the viewpoint of experts.Methodology: This research is done with an exploratory mixed approach which content analysis method was used. The statistical population ...
Read More
Purpose: The aim of the present study was to identify the components of citizenship rights education in the educational system of the country from the viewpoint of experts.Methodology: This research is done with an exploratory mixed approach which content analysis method was used. The statistical population of the qualitative section was experts and professors of National Universities that 15 people practical experience were selected as participants using purposive-theoretical sampling method. In a small part, teachers in Semnan in the academic year 2020 formed a statistical population that 267 people were selected using stratified random sampling method and using the Cochran's formula. Data was collected via questionnaire developed in the qualitative stage of the study. The degree of reliability in the qualitative part was calculated by the Holst method of 0.85, which indicated the desired reliability. Validity was measured and confirmed using quality criterion.In quantity section, to assess the validity of the questionnaire and confirmatory factor analysis were used and to calculate the reliability, Cronbach’s alpha was utilized. The results indicated that this questionnaire has the necessary validity and reliability in terms of quantity. The value of factor loading of all components of the questionnaire was higher than 0.3 and Cronbach's alpha was higher than 0.70 for all dimensions. In the qualitative section and exploratory and confirmatory factor analysis were used in the quantitative section in SPSS 21 and LISREL 8.5 Software.Findings: The result of data analysis in the qualitative section led to the identification of 56 basic themes, 11 sub-organizing themes in the field of citizenship rights that were organized in the form of 4 main organizing themes social rights with three sub-themes (financial and income supports, educational and health rights, judicial supports), political rights with two sub-themes (membership and participation rights, the rights to participate in gatherings), civil rights with four sub-themes (freedom of individual action, freedom of thought, economic and social freedom, rights related to equality), cultural rights with two sub-themes (minimum basic cultural rights, cultural protections and conservations). The results of confirmatory factor analysis indicated the confirmation of the factor load of the basic and organizing themes to predict the measuring instrument of civil rights education.Conclusion: According to the identified themes, it is necessary to plan for teaching citizenship rights in the country's schools and informing students. Therefore, it is necessary for the officials of the educational system to pay more attention to teach citizenship rights and to include more of these rights in students' textbooks and curricula.
Alimorad Karami; Masomeh Samadi; Mohammad Armand; Fahimeh Ansarian
Abstract
Purpose: One of the most important organizations that play an important role in the socialization of people is the organization or education system, which is often implemented through the content of the curriculum and teachers. Through socialization, adolescent students learn how to introduce, control, ...
Read More
Purpose: One of the most important organizations that play an important role in the socialization of people is the organization or education system, which is often implemented through the content of the curriculum and teachers. Through socialization, adolescent students learn how to introduce, control, and manage their emotional, emotional, and social expression and revise their beliefs, values, and norms. The education and training system and schools through official curriculum and hidden curriculum cause the socialization of students. Considering the importance of students' socialization in the education system of the Islamic Republic of Iran, the present study was conducted with the aim of designing a socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.Methodology: The present research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the document of the fundamental transformation of the education system and the experts of the education system and educational management of Bushehr province in 2020 year. In addition of document of the fundamental transformation in the education system, the research sample according to the principle of theoretical saturation was obtained 16 people who were selected by purposive sampling method. Data were collected by reviewing documents and semi-structured interviews, which its validity was confirmed by the triangulation method and its reliability by the agreement coefficient method between the three coders was obtained 0.88 and were analyzed by the thematic analysis method in MAXQDA-12 software.Findings: The results indicated that for the socialization pattern of high school students based on the sociological foundations were extracted 48 indicators, 9 components and 2 dimensions. The intra-individual dimension were included four components of communication and interaction, creativity and skill, attitude and family and the environmental dimension were included five components of school, economic, social, political and value and cultural. Finally, according to the dimensions and components, feedback system and reform, philosophy and aims, pattern implementation stages and pattern implementation mechanism, the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system was drawn.Conclusion: According to the results of the present study, planning to improve the students' socialization is necessary through the socialization pattern of high school students based on the sociological foundations of the document of fundamental transformation in the education system.
Maliheh Hosseini abrishami; Zahra Hashemi; Abbas Abdollahi
Abdul Wahid Mantegh; Ali Asghar Machinchi; Mokhtar Ranjbar
Abstract
Purpose: The present research was conducted with the purpose of providing a quality model of the curriculum in the secondary (first) period of Shiraz city with an emphasis on the virtual approach.Methodology: The current research was applied in terms of purpose and integrated (qualitative-quantitative) ...
Read More
Purpose: The present research was conducted with the purpose of providing a quality model of the curriculum in the secondary (first) period of Shiraz city with an emphasis on the virtual approach.Methodology: The current research was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. In the qualitative part, the participants in the Delphi panel were 20 university experts in the field of curriculum planning in Shiraz, who were selected purposefully. The statistical community in the quantitative part, there were 2953 teachers in the 1st and 2nd districts of Shiraz in the academic year of 2020-21, and based on Cochran's formula, 350 were selected as the sample size by random sampling. The research tools in the qualitative part were interviews and background literature review, and in the quantitative part, the researcher made a questionnaire. Validity of the findings was done with formal validity and reliability using Cronbach's alpha method, which was 0.88. To analyze the data in the qualitative part, Delphi coding and analysis method and in the quantitative part descriptive statistics (percentage, average and standard deviation) with Spss23 software and inferential (structural equations-confirmatory factor analysis) with Lisrel 8.8 software were used. became.Findings: Qualitative findings showed that 6 dimensions (purpose, content, method, planning, evaluation and technology), 19 components and 57 indicators were identified for the curriculum quality model in the first secondary school. Also, the results of the factor analysis showed that the content dimension with factor load (t=20.21 and 0.88), goal (t=18.32 and 0.83), technology (t=0.78 and 11.17), evaluation (75 t=0.72 and 16.72), method (t=0.71 and 15.62) and planning (t=0.68 and 13.92) had the greatest effect on curriculum quality, respectively.Conclusion: Curriculum planners can pay serious attention to the 6 dimensions identified in this research in order to increase the quality of the first secondary curriculum and focus on the content dimension and its compatibility with virtual methods in particular.
Shima Ershadi Chaharde; Firouz Kiumarsi
Abstract
Purpose: This research aimed to determine the effectiveness of responsibility training on time management and goal setting of female adolescents. Methodology: This study was semi-experimental with pretest-posttest design with control group. The research population was all female adolescents of first ...
Read More
Purpose: This research aimed to determine the effectiveness of responsibility training on time management and goal setting of female adolescents. Methodology: This study was semi-experimental with pretest-posttest design with control group. The research population was all female adolescents of first grade high school of district 9 of Tehran city in academic years of 2019-2020. Among members of population after reviewing the inclusion criteria, 30 people were selected by purposive sampling method and randomly replaced into two equal groups, including experimental and control groups. The experimental group received responsibility training for 9 sessions of 90-minute (one session per week) and the control group did not receive any training. Data were collected with questionnaires of time management (Quinn & et all, 1990) and goal setting (Bouffard & et all, 1998) and analyzed by multivariate analysis of covariance method in SPSS software version 19. Findings: The findings showed that the experimental and control groups in the posttest stage were significantly different in terms of time management and goal setting variables. In other words, responsibility training led to improve the time management and goal setting (mastery, approach performance and avoidance performance) of female adolescents (p < 0.05). Conclusion: According to the results of the present study, the responsibility training program is one of the effective methods to improve time management and goal setting of female adolescents and counselors and psychologists can use this method for their interventions.
Arezoo Vazifeh; Abotaleb Saadati Shamir; Hadi Bahrami
Abstract
Purpose: The aim of this study was to construct and standardize a creative mind questionnaire in Iranian students. Methodology: The method of the present study was descriptive. The statistical population of the study was all undergraduate students in the field of psychology of Islamic Azad University, ...
Read More
Purpose: The aim of this study was to construct and standardize a creative mind questionnaire in Iranian students. Methodology: The method of the present study was descriptive. The statistical population of the study was all undergraduate students in the field of psychology of Islamic Azad University, Science and Research Branch, from which 500 people were selected as a sample by stratified sampling. The present questionnaire was based on Gardner’s theoretical framework using the Delphi method and had 44 items. In order to investigate the factor structure and validity of the structure, exploratory factor analysis method was used. After collecting the questionnaires and sending them to the researcher, the data were entered into the computer and data analysis was performed using SPSS and LISREL software. Results: The results showed that 2 expressions with non-significant factor load were removed and 44 items remained. Confirmatory factor analysis method was used to determine the fit of the remaining items, which confirmed the 7-factor model and included seven subscales of flexibility, prioritization, focus, ideation, risk-taking, perseverance, and hope. Cronbach’s alpha coefficient, which was used to measure the reliability of the remaining items, showed that these factors had good reliability. Conclusion: Based on the research findings, by training the creative mind, it is possible to provide emotional well-being, improve interpersonal relationships and social adjustment, and help people to be more successful in various areas of life
Asad Hejazi
Abstract
purpose: The aim of this study was to determine the effectiveness of self-regulated learning skills training on reducing student procrastination on the campuses of Farhangian University in Tehran. Methodology: The research method was quasi-experimental, pretest-posttest with a control group. ...
Read More
purpose: The aim of this study was to determine the effectiveness of self-regulated learning skills training on reducing student procrastination on the campuses of Farhangian University in Tehran. Methodology: The research method was quasi-experimental, pretest-posttest with a control group. To conduct the research, among all the student teachers of the campuses of Farhangian University of Tehran province who were studying in the campuses of this university in the academic year 1398-99; Using multi-stage cluster sampling method, after screening student students with high and low procrastination, 30 people were selected and divided into two groups of 15 people in experimental group and control group through simple random sampling method. The Solomon and Roth Bloom (1984) procrastination questionnaire was used to collect data. Data were analyzed using descriptive statistics including mean and standard deviation and in order to answer the research hypotheses, inferential statistical tests including univariate covariance (ANCOVA) were performed. Results: The results of "analysis of covariance" showed; Self-regulatory learning skills training has a significant effect on reducing procrastination. Also, the mean score of procrastination in educational, research, cultural and social activities of student-teachers in the experimental group in the pre-test stage was equal to (28.53), (23.80) and (37.40), respectively, and in the post-test stage. Its value has reached (15.33), (26.26) and (25.86), respectively, ie the educational model of self-regulated learning skills has a significant effect on reducing procrastination in continuous and final educational, research, cultural and social activities. The student had teachers on the campuses of Farhangian University in Tehran. Conclusion: The data of the present study showed, that by using and self-regulating education, students 'and teachers' procrastination can be reduced.
Javad Kohansal Jajarm; Mahbobeh Soleiman Pour Omran; Rova Afrasiabi
Abstract
Purpose: The present study was conducted with the aim of validating the teaching pattern based on emotional intelligence in higher education.Methodology: The present study was a combination (qualitative and quantitative). The population of the qualitative section was the experts of the educational sciences ...
Read More
Purpose: The present study was conducted with the aim of validating the teaching pattern based on emotional intelligence in higher education.Methodology: The present study was a combination (qualitative and quantitative). The population of the qualitative section was the experts of the educational sciences of the higher education of provinces of Khorasan and the community of the quantitative section were the undergraduate students of all the fields of higher education of provinces of Khorasan in 2020-21. The sample size of the qualitative section according to the principle of theoretical saturation was estimated 15 people who were selected by purposive sampling method and the sample size of the quantitative section according to Cochran's formula was estimated 350 people who regarded to the prevalence of Covid-19 were selected by available sampling method. The research instruments were the depth and semi-structured interviews and researcher-made questionnaire of 92 items, which the validity of the interviews was confirmed by the triangulation method and its reliability was estimated by Holstie method 0.94 and the content validity of the questionnaire was confirmed by experts and its reliability was estimated by Cronbach's alpha method 0.75. Data were analyzed by coding and exploratory factor analysis in SPSS software version 22.Findings: The results of the qualitative section showed that there were 92 open codes and 26 central codes in the form of five selective codes, which were included self-knowledge (with three codes of emotional awareness, correct self-assessment and self-confidence), emotional interaction (with five codes of knowing and understanding others, maturity of others, service-orientation, guiding diversity and political awareness), collective relations (with eight codes of influence, communication, conflict management, leadership, accelerating of change, linking, joint efforts and participation and group capacities), self-management (with five codes of self-control, conscientiousness, trust, adaptability and innovation) and spontaneity (with the five codes of growth-orientation, commitment, initiative, optimism and moral action). The results of the quantitative section showed that the model had a good fit and the factor load of all open, axial and selective codes was significant (P<0.001).Conclusion: Due to the validity of the teaching pattern based on emotional intelligence in higher education, its use can help improve the performance and effectiveness of higher education.
